2007-08 - Pitzer College

Table of Contents
Pitzer College 5
The Claremont Colleges 7
Academic Information 9
Educational Objectives of Pitzer College 9
Guidelines for Graduation 10
Procedures for Satisfying the Educational Objectives 13
Academic Advising 13
Curriculum 15
Academic Opportunities 15
First-Year Seminars 15
New Resources Program 18
Summer Session 19
Pitzer College Study Abroad-Seeing the World Differently 19
PACE: University and Professional English 31
Combined Bachelor/Master’s Degree Programs 31
Combined Bachelor/Medical Degree Program 31
Internships 32
Independent Study 33
Teacher Education 33
Community-Based Learning Programs 33
Fields of Major 34
Minors 37
Courses and Major Requirements in Each Field 38
Standard Class Times 39
Academic Policies 297
Standards and Regulations 297
Other Regulations 306
College Governance 307
Life On Campus 310
Pitzer: A Residential College 310
Pitzer Resources 312
Intercollegiate Resources 319
Intercollegiate Student Services 323
Culture, Media, Sports, and Recreation 326
Admission to Pitzer College 330
Instructions to Applicants 330
Admission and Financial Aid Calendar 336
College Fees 337
Financial Aid 341
Scholarship Contributions 349
Trustees, Administration and Faculty 351
Board of Trustees Officers 351
Members of the Board of Trustees 351
Administration 353
Faculty 356
PACE Faculty 367
Pitzer College Calendar, 2007-08 369
First Semester 369
Second Semester 370
Religious Holidays 377
Pitzer College Map 372
Seven-College Map 374
Index 378

Pitzer College
Founded in 1963, Pitzer College is a coeducational liberal arts and sciences college
offering a bachelor of arts degree. Social and behavioral science, the arts, humanities,
natural sciences, and interdisciplinary studies are very strong at the College. Enrolling
approximately 850 men and women, Pitzer College is part of the unique educational
environment known as The Claremont Colleges—a consortium of five undergraduate
colleges and two graduate institutions. All seven campuses are physically contiguous and
share such facilities as a central library, bookstore, and medical center. Numerous joint
programs are available in the sciences, in music, in theatre and in interdisciplinary studies.
Within Claremont, Pitzer’s educational philosophy is singular. Pitzer strives to enhance
individual growth while at the same time building community. Students create their own
academic programs in close collaboration with their faculty advisers. There are no lists of
requirements to be checked off; rather, students choose their courses with a unique set of
Educational Objectives. One of these encourages students to become involved in some
kind of community service-learning activity. In addition, students are encouraged to
participate in the governance of the College. Working with the faculty and staff, they
have the opportunity to build the community in which they reside by serving on
standing committees and becoming voting members of College Council, the College’s
decision-making body.
Pitzer celebrates cultural diversity and intercultural understanding. Students of ethnically
diverse backgrounds come from all parts of the United States as well as from nearly 20
other countries. In addition to learning from one another, students are encouraged to
participate in one of Pitzer’s Study Abroad programs in Australia, Botswana, China,
Ecuador, England, Germany, Italy, Mexico, Thailand or Turkey. Other study abroad
programs are also available. One of Pitzer’s Educational Objectives challenges students to
develop a set of courses that will examine an issue from the perspectives of at least two
cultures and two disciplines. Intercultural and interdisciplinary learning are highly
valued at Pitzer. Students are encouraged to take advantage of these programs as well as
many other resources available in Claremont, to become proficient in a foreign language,
and thus enrich and strengthen their appreciation of global diversity.
Pitzer College is located in the city of Claremont, a Southern California community of
some 35,000 residents, noted for its tree-lined streets and numerous parks. Situated at the
southern base of the San Gabriel Mountains—with Mt. Baldy, a 10,000 foot mountain
peak rising above it—Claremont is approximately an hour’s drive to downtown Los
Angeles, the Pacific Coast beaches, the desert highlands, and snow-capped mountain ranges.
5

THE CLAREMONT COLLEGES
The Claremont Colleges
The other six colleges in Claremont bring a vast range of courses and facilities to Pitzer
students. Indeed, Pitzer students have the best of two worlds: the large number of
courses found at large universities, and the close student-faculty relationships found at
small liberal arts colleges.
Claremont McKenna College: Founded in 1946, CMC has an enrollment of 1140
students. It is a coeducational, liberal arts college with curricular emphasis in economics,
government and international relations.
Harvey Mudd College: Incorporated in 1955, Harvey Mudd College is a coeducational
liberal arts college. The college’s aim is to graduate engineers, scientists and
mathematicians sensitive to the impact of their work on society. HMC ranks among the
nation’s leading schools in percentage of graduates who earn PhD degrees. It is the
pioneer of the internationally known Clinic Program. Its enrollment is 700 students.
Pomona College: Founded in 1887, Pomona has an enrollment of 1,500 students. The
founding member of The Claremont Colleges, Pomona is a coeducational, liberal arts
college with full offerings in all major fields of the arts, humanities, social sciences, and
natural sciences.
Scripps College: Founded in 1926, Scripps College is the women’s college of The
Claremont Colleges with an enrollment of more than 800 students. Its liberal arts
curriculum emphasizes interdisciplinary studies.
Claremont Graduate University: Founded in 1925, CGU has an enrollment of over 2,000
students. CGU awards master’s and doctoral degrees in 21 disciplines. It is comprised of
eight academic divisions and one independent department: School of the Arts and
Humanities, School of Behavioral and Organizational Sciences, School of Educational
Studies, School of Information Science, Peter F. Drucker and Masatoshi Ito Graduate
School of Management, School of Mathematical Sciences, School of Politics and
Economics, School of Religion, and Botany. It also offers degrees in Applied Women’s
Studies, Arts and Cultural Management, and Financial Engineering.
Keck Graduate Institute of Applied Life Sciences: KGI’s professional Master of
Bioscience degree program integrates biological systems, computational biology and
bioengineering with management, finance, and bioethics. KGI has the dual missions of
educating leaders for the bioscience industry and commercializing new discoveries in the
life sciences to create beneficial products and processes.
7

8 9
Laura Skandera Trombley
PRESIDENT
Pitzer College stands for academic excellence, social leadership and intercultural
understanding. We deliberately explore the dynamic tension that exists in the world and
work closely with our students to appreciate and critically interpret the beauty and
challenges that frame our existence.
Pitzer College’s mission is to provide students with a transformative liberal arts
education and to develop the individuality of each student. Students are expected to lead
thoughtful, involved lives and to positively contribute and work toward constructive
social change.
Mission Statement
Pitzer College produces engaged, socially responsible citizens of the world through an
academically rigorous, interdisciplinary liberal arts education emphasizing social justice,
intercultural understanding and environmental sensitivity. The meaningful participation
of students, faculty and staff in college governance and academic program design is a
Pitzer core value. Our community thrives within the mutually supportive framework of
The Claremont Colleges which provide an unsurpassed breadth of academic, athletic and
social opportunities.
Academic Information
Educational Objectives of Pitzer College
As a liberal arts college with a strong curriculum in the social and behavioral sciences,
Pitzer presents a unique opportunity for self-exploration and for exploration of the
world. The College expects students to take an active part in planning their course of
study, bring a spirit of inquiry and adventure to planning that course of study, and to
work hard to meet the intellectual goals of a Pitzer education. To guide students and their
advisers, the College has six educational objectives.
1) Breadth of Knowledge
The human experience is the center of a Pitzer education. By exploring broadly the
programs in humanities and fine arts, natural sciences and mathematics, and social and
behavioral sciences, students develop an understanding of the nature of human
experience—its complexity, its diversity of expression, its continuities and discontinuities
over space and time, and the conditions which limit and liberate it.
2) Understanding in Depth
By studying a particular subject in depth, students develop the ability to make informed,
independent judgments.
3) Critical Thinking, Formal Analysis, and Effective Expression
By comparing and evaluating the ideas of others and by participating in various styles of
research, students develop their capacities for critical judgment. By exploring
mathematical and other formal systems, students acquire the ability to think in abstract,
symbolic ways. By writing and communicating orally, students acquire the ability to
express their ideas effectively and to persuade others.
4) Interdisciplinary Perspective
By integrating the perspectives of several disciplines, students gain an understanding of
the powers and limits of each field and of the kind of contribution each can make;
students learn how to understand phenomena as a complex whole.
5) Intercultural Understanding
By learning about their own culture and placing it in comparative perspective, students
appreciate their own and other cultures, and recognize how their own thoughts and
actions are influenced by their culture and history.
6) Concern with Social Responsibility and the Ethical Implications of Knowledge and
Action
By undertaking social responsibility and by examining the ethical implications of
knowledge, students learn to evaluate the effects of actions and social policies and to take
responsibility for making the world we live in a better place.
Pitzer College encourages students to pursue these educational objectives during their
undergraduate years and throughout their lives.

10 GUIDELINES FOR GRADUATION
GUIDELINES FOR GRADUATION 11
Guidelines for Graduation
In order to graduate with a bachelor of arts degree, students are expected to fulfill the
educational objectives of Pitzer College by designing, in cooperation with their advisers,
an individualized program of study which responds to the students’ own intellectual needs
and interests while at the same time meeting these objectives in the following five ways:
1. Interdisciplinary and Intercultural Exploration
Students, working closely with their advisers, will select a set of three courses which
address a topic of special interest to them. Selected courses will represent at least two
disciplines and more than one cultural perspective. Students may wish to satisfy this
guideline through appropriate courses in a Pitzer College Study Abroad program
(see p. 19). Students, in consultation with their faculty advisers, will write a brief
statement explaining the rationale for their selection of courses to meet this guideline.
The following examples illustrate how such a program might be constructed:
I. A student interested in healthcare could have a program that includes courses on
(a) biology, (b) the sociology of health and medicine, and (c) the politics of
healthcare in the U.S. and Japan.
II. A student interested in gender and racial stereotypes in literature and art could
have a program including courses on (a) women and literature, (b) African
American literature, and (c) contemporary Chicano art.
III. A student interested in education could have a program that includes courses on
(a) the psychology of child development, (b) the history, sociology, or anthropology
of U.S. education, and (c) an internship-based course involving work in a
multicultural school or school district.
IV. A student interested in shifting concepts of freedom could have a program
including courses in (a) sociology which analyze the modern manifestations of
dispossession, (b) ancient social history or philosophy, and (c) the literary/dramatic
portrayals of the issue.
The three courses chosen provide only a minimum strategy for meeting this guideline.
Students are strongly encouraged to deepen their understanding through additional
course work and non-classroom experiences and to conclude their programs with a
synthesizing essay or research paper.
Courses used to meet other guidelines may count toward satisfaction of the
Interdisciplinary and Intercultural Exploration guideline.
2. Social Responsibility and the Ethical Implications of Knowledge and Action
Working closely with their advisers to plan their programs, students will meet this
objective in one of the following ways:
Options with Academic Credit
a. One full-credit course that involves either community service, community-based
fieldwork, or a community-based internship (for courses that fulfill this requirement, see
your adviser or the Registrar’s office).
b. A directed independent study with a community-based experiential component; see
the Guidelines for Internship and Community Service Independent Study (available at
the Registrar’s Office, at Career Services, and on p. 300) for instructions on how to design
the independent study.
c. Participation in apposite Study Abroad programs (those involving a community-based
internship or community service).
Non-Credit Options
a. Involvement in a single semester (or equivalent) of 45 hours (e.g., 15 weeks x 3 hours
per week) of volunteer or community service.
b. One semester (or equivalent) of service to the Pitzer community (for example, as a
participant in College governance, the Ecology Center, or as a Resident Assistant).
Students must discuss either of these non-credit options with their faculty advisers to
determine if the placement is appropriate for the Social Responsibility Objective. Students
must complete a “Social Responsibility (Non-Credit Option) Verification Form” (available
at the Registrar’s Office) and write a 3-5 page report summarizing their activities and
evaluating their experiences.
3. Breadth of Knowledge—Students cannot count the same course towards meeting
more than one breadth of knowledge area.
a. Two full-credit courses in humanities and fine arts. Normally, courses in the
performing arts, fine arts, foreign language, literature, history, and philosophy meet this
objective. Such courses are offered by disciplinary and interdisciplinary field groups
including Art; Asian Studies; Asian-American Studies; Black Studies; Chicano Studies;
Classics; English and World Literature; Environmental Studies; Media Studies; History;
History of Ideas; Modern Languages, Literatures, and Cultures; Music; Philosophy;
Theatre; Dance; and Gender & Feminist Studies. In cases of uncertainty about the
suitability of courses meeting this objective, the advisers will consult with the instructor
of the course. A course which meets both the humanities and fine arts objective and the
social and behavioral science objective can be counted toward meeting only one of these objectives.
b. Two full-credit courses in the social and behavioral sciences. Normally, courses in
anthropology, economics, linguistics, political studies, psychology, and sociology will
meet this objective, as well as courses taught from a social science perspective in
interdisciplinary programs such as Asian Studies; Asian-American Studies; Black Studies;
Chicano Studies; Environmental Studies; Organizational Studies; Science, Technology,
and Society; and Gender & Feminist Studies. In cases of uncertainty, the advisers will
consult with the instructor of the course. A course which meets both the humanities and

12 GUIDELINES FOR GRADUATION
PROCEDURES FOR SATISFYING THE MAJOR/EDUCATIONAL OBJECTIVES 13
fine arts objective and the social and behavioral science objective can be counted toward
meeting only one of these objectives.
c. One full-credit course in the natural sciences. Course options available to students
include all courses offered through the Joint Science program, specifically including the
“Natural Science” sequence of courses for non-science majors as well as most courses in
chemistry, biology, physics, astronomy, and geology taught at the other Claremont
Colleges. In addition, Psychology 101 (Brain and Behavior), as currently taught with a
significant emphasis in biology, is considered appropriate to this objective. While a
laboratory component is recognized as a desirable educational experience, it is not a
required part of fulfilling this objective.
Should students seek to fulfill this objective by completing courses not identified above
or through a program of independent study, their advisers will get approval from the
faculty member directing the independent study or teaching the course and from a
faculty member in Joint Science in the apposite discipline.
d. One full-credit course in mathematics/formal reasoning. Students will satisfy this
objective by taking one course which has as its defining purpose: (a) the study of abstract
formal systems or (b) the use of such abstract formal systems to model and/or explore the
human and natural world. Courses that would qualify under (a) include any onesemester
mathematics course; Philosophy 60 (Symbolic Logic); History of Ideas 100 or 101
(Introduction to Formal Logic I or II); and any Computer Science course numbered 50 or
higher. Examples of courses that would qualify under (b) include: any one-semester
statistics course; Economics 52, 104, 105, 125; Linguistics 105, 106, or 108; Sociology 101;
Music Theory 101 or 102 (Scripps College) or 80, 81, or 82 (Pomona College); and any
natural science course having a college-level mathematics course as prerequisite.
Should students seek to fulfill this objective by completing a course not identified above
or through a program of independent study, they must petition the Curriculum
Committee. Students cannot count the same course toward meeting both this and the
natural science objective.
4. Written Expression (one full-credit course)
In order to be eligible for graduation, students are expected to demonstrate ability to
write competently. It is assumed that students meet this Pitzer writing objective by
successfully completing a First-Year Seminar course. These seminars have been designed
as writing intensive courses and are required of all first-year students (see p. 15).
Near the end of a First-Year Seminar course, the instructor will provide an assessment of
the students’ competence in writing. The evaluation, which will be sent to the students’
advisers, will state whether they have met the writing objective. If they do not meet the
writing objective through a First-year Seminar, they will be required to successfully
complete an appropriate writing intensive course (i.e., an academic writing course or
some other course designated as writing intensive) before they graduate. Transfer
students who have not already taken a writing course will meet the writing objective by
completing a writing intensive course.
Writing Intensive Courses
Instructors may designate a course Writing Intensive if: (1) at least 25 pages of written
work are included among class assignments, (2) they comment extensively on the writing
quality of at least 10 of those pages, and (3) they allow students the opportunity to rewrite
those pages in light of instructors’ remarks (the remaining 15 pages may be journal
entries, essay exams, or non-graded exercises, such as in-class free-writing).
5. Completion of a Major
Students should engage in an in-depth investigation and thereby sharpen their ability for
critical analysis. To aid in meeting these objectives, students will, by the time of
graduation, complete the requirements of a major.
PROCEDURES FOR SATISFYING THE
MAJOR/EDUCATIONAL OBJECTIVES
Prior to midterm of the first semester of the junior year, students will complete, in
cooperation with their advisers, the Major/Educational Objectives form identifying the
courses or other work through which students have met or intend to meet each of the
guidelines stated above. Students should begin discussion of these Educational Objectives
in their first year at Pitzer as they plan their course schedules.
Copies of the completed Major/Educational Objectives form will be kept by the
Registrar’s Office, the students, and the advisers. The list of courses or work may be
revised upon discussion and with the agreement of the advisers at any time. It is hoped
that the formulation and later revisions of the statement will provide contexts for mutual,
creative interaction between students and advisers in shaping a program that meets the
Educational Objectives of the College and of the individual student.
Students and advisers will review the Major/Educational Objectives form at the
beginning of the first semester of the senior year to assure that students have satisfied
and/or are making satisfactory progress toward completion of the guidelines stated above.
At the beginning of the students’ final semester, the advisers will verify with the
Registrar that the students will have met all the guidelines by the end of the semester
(when the academic program is completed as proposed). Students will have to satisfy
each of the guidelines in order to graduate. In the case of disputes between students and
advisers, appeals can be made to the Academic Standards Committee.
The College acknowledges the wide diversity of student interests, abilities, needs, and
styles. We expect that each student, together with a faculty adviser, will create a coherent
program of study in accordance with the College’s Educational Objectives.
Academic advising is considered an integral function of the teaching role of faculty
members. Each student entering Pitzer College is assigned a faculty adviser. Students are
encouraged to consult frequently with their advisers concerning the formulation and
development of their academic programs.

14 PROCEDURES FOR SATISFYING THE MAJOR/EDUCATIONAL OBJECTIVES ACADEMIC OPPORTUNITIES 15
Beyond officially designated academic advisers, students are encouraged to consult with
other faculty members as well. The faculty represents a wide range of expertise, and
members of the faculty will be glad to talk with students about their fields of interest. In
conjunction with the Center for Career and Community Services, one faculty member of
each field group is designated as the graduate school adviser.
Prior to midterm of the second semester of the sophomore year, students will choose a
major adviser and begin discussions regarding the major. Students must complete a
Major/Educational Objectives form and submit it to the Registrar’s Office no later than
midterm of the first semester of the junior year.
Academic Opportunities
Curriculum
Pitzer has developed a variety of special courses, seminars, and programs beyond the
regular course offerings. Among these are the New Resources program, designed for the
special needs of post-college-age students; PACE, designed to provide intensive English
language training for international students; the First-Year Seminar program; Internships;
Independent Study; and Study Abroad programs in the U.S.A. and abroad.
These opportunities are described below. For further information, please contact the
persons listed in the sections below or the Dean of Faculty’s office.
First-Year Seminars
The First-Year Seminar program encourages the development of each student’s potential
for becoming a more literate person who thinks, reads, writes, and speaks with
competence and discrimination. Techniques used in the seminars include close analysis of
texts and learning to write personal reflections, critiques, arguments, and research
papers. First-Year Seminars are writing intensive courses and are designed to fulfill the
Written Expression educational objective of the College.
Each First-Year Seminar has a different instructor, topic, and body of reading. A series of
common meetings, field trips, and receptions attended by all first-year students will
encourage reflection and discussion among the students, instructors, and other members
of the Pitzer community.
Enrollment is required of all first-year students in the fall semester. Enrollment in each
seminar is limited.
1. Propaganda. This first-year seminar will examine propaganda, past and present. We
will look at everything from police state rhetoric to mass-market advertising,
investigating the ways in which propaganda has been mobilized in different times and
places. A. Wakefield.
2. Alchemy in Clarens: The Origins of Anarcho-Communism. This course focuses on
the years 1876-81 in the aftermath of the Paris Commune (1871). Radicals from all over
Europe found themselves in exile in Switzerland and out of this crucible evolved a new
ideological tendency: Anarcho-Communism. D. Ward.
3. Youth and Popular Culture. This seminar seeks to critically explore youth subcultures,
identities, and practices in relation to popular culture. We will critically engage with the
following issues: how has the omnipresence of popular culture, media, and consumerism
reshaped the contours of everyday life, social interaction, social identities, and political
orientations of young people? How have young people’s lives changed as they are
increasingly saturated with media and consumerism? Under what conditions does

16 ACADEMIC OPPORTUNITIES ACADEMIC OPPORTUNITIES 17
popular music and culture reinforce the dominant social order? Under what conditions
does popular music and culture serve as a tool of resistance? How has music and the
media become a site contestation over representation such as racial and gendered stereotypes?
How has popular music, especially American popular culture, become a major global
export? What are the consequences of this globalization on youth around the world?
D. Basu.
4. Sociology of Smuggling. This seminar focuses on smuggling and the social
implications of illegal global trade. In exploring global flows of drugs, diamonds, and
humans, we discuss the causes and effects of smuggling and try to understand the direct
and indirect effects of smuggling in Los Angeles and around the world. Why are some
trades legal and others not? Who are the winners and who are the losers in these trades?
What is the impact of smuggling on issues of social justice locally and globally?
A. Mezahav.
5. Immigration and Race in America. This seminar examines the immigration and the
formation of racial ideologies, hierarchies, and identities in America. The nexus between
immigration and racial ideologies is clear as periods of mass immigration coincide with
intense national debates over the meaning of American citizenship and national identity.
Emphasis is placed on the experiences of contemporary immigrants and debates
surrounding their incorporation. A. Pantoja.
6. Environmental Toxicology. This seminar will explore the impact of a variety of socioenvironmental
teratogens (e.g., lead, pesticides, malnutrition, and drugs) on the
development and functioning of physiological and behavioral systems. The impact of
these agents will be addressed at the cellular, organismic and sociocultural levels.
A. Jones.
7. In the News. In this seminar, students will gain insight into major contemporary
events by building and using core analytic and research skills. Our required reading is
each day’s New York Times. This daily reading will be supplemented by other news
sources, as well as relevant scholarship. In addition to following the news each day
throughout the semester, each student will select one unfolding issue in the news to
explore in depth. D. Segal.
8. The Examined Life. Western Philosophy’s first hero, Socrates of Ancient Athens, is
reputed to have claimed that the unexamined life is not worth living. Of course, talking
about such “examination” is easier than actually doing it. In this seminar, we will
conduct a Socratic examination of our own lives. In doing so, we’ll consider a number of
classic and contemporary philosophical texts (and even a few films), e.g., Plato’s “Trial
and Death of Socrates,” Thoreau’s Walden, Ranier Rilke’s Letters to a Young Poet, Jean-Paul
Sartre’s Nausea, and Robert Pirsig’s Zen and the Art of Motorcycle Maintenance. All these
works contain advice on how (and why) to live an intellectually-engaged life and we will
examine them to extract such wisdom as we can find there and apply to our own lives.
B. Keeley.
9. Lost (and Found) in Translation. Translations and mistranslations have had enormous
impacts on world societies, for example, the Renaissance, the fall of Mexico City, and the
first Iraq War. Translation is more than the search for meaning across languages. Some
have considered translation as betrayal, as fabrication, as impossible. Using a variety of
multicultural texts, film, and video, this seminar will engage with the theories and uses of
translation as a creative, vexing, and culturally complex intellectual exchange. Materials
will include Benjamin’s wonderful essay, “The Task of the Translator,” Esquivel’s new
novel La Malinche, and Inarritu’s acclaimed film, Babel. E. Vasquez.
10. Who Owns Science? This seminar will be an exploration of the role of the scientist
and science in public policy. A. Fucaloro.
11. Asian Pacific Islander American Art and Social Change. This seminar will explore
the diverse Asian Pacific Islander American (APIA) communities through their
mainstream representations, oppositional arts and movements for social change. Students
will learn to critically deconstruct contemporary media representations that shape APIA
ideologies and experiences. We will examine various forms of art (e.g., film, spoken
word, comedy, hip-hop, performance, graffiti, etc.) as powerful and complex tools for
agency, resistance and communication within multi-lingual and multi-generational
immigrant communities from East, South and South East Asia. With a framework that
emphasizes the intersections of race, gender, sexuality and class, the class will come to
challenge traditional definitions of Asian Pacific Islander American and American culture.
N. Park.
12. Social Justice and Documentary Film. What are the causes of social injustice in the
world and how have different cultures and individuals responded? What has inspired
and sustained social movements? Is violence ever justified or effective? Through
documentary film, readings in history and biography, contemplation and reflective
writing, this course will examine the roots of social injustice, the movements that have
arisen in response, and the current “uprising” which might be said to be as spiritual as it
is global. Groups all over the world are forming to combat the local and planetary crises
we face. We will look at some of the most outstanding, creative and effective initiatives,
asking how we ourselves can “be the change we seek in the world”—M. Gandhi.
V. Mudd.
13. La Familia. In this seminar, we will focus on the role of la familia for Latinos living in
the U.S. We will explore the construction of la familia from both a historical and
contemporary perspective, with particular attention to the psychological and
sociocultural factors that contribute to the diversity of la familia. M. Torres.
14. Censorship in America. Do Wal-Mart, K-mart and Blockbuster have the right to
refuse to sell music and movies they deem “offensive,” or is this censorship? Was it
censorship when Clear Channel banned the Dixie Chicks music from the 1200 radio
stations they own after the band stated they didn’t support President Bush? Should high
school students be allowed to wear anti-war slogans to school? Should an art exhibit be
shut down if a religious group believes a work of art betrays community standards? In

18 ACADEMIC OPPORTUNITIES STUDY ABROAD 19
this seminar we will examine various incidents that have created public debate around
censorship, free speech, and academic and artistic freedom. We will read academic and
popular texts, view films and television shows, look at artwork, and hold our own debates
to support a variety of written exercises that develop your own position on what qualifies
as “offensive,” “obscene,” “immoral” or a breech of community standards.
J. Lawless.
15. Developments in the American Economy. Developments in the American economy
from just before European contact (1492) to the present time. Examines the role of the
market in displacing more traditional forms of organizing material life and the
subsequent rise of big business and increasing government involvement in the economy.
Takes a special look at slavery and the history of immigration to the U.S. including the
black migration from the South and immigration of Chinese and Latinos to California.
Examines economic development after the California Gold Rush and the effects of the
Great Depression on the economy, government and society. Ends with an evaluation of
current immigration and the debate around immigration policy. P. Phillips.
16. Why Do People Do What They Do? This course will examine several theories of
motivation and personality to try to understand the complex, and often mystifying
reasons for human behavior. Are there specific personality traits that motivate people to
step outside their ordinary boundaries and behave in extraordinary ways? Are there
universal behaviors? Can personality and motivation theory explain behavior in all
cultures? We will apply these theories to the situations of characters in contemporary
novels and short stories to determine the nature and sources of human behavior.(MLLC
133, SECTION 1—Bridge First-Year Seminar/International students only). J. Onstott.
17. Race in America. This seminar explores the diversity of cultures in the United States
by looking at non-fiction and fiction sources. Students will investigate current and
historical issues in topics such as racial identity, integration, and immigration, and
analyze how these issues shape the American experience. (MLLC 133, Section 2—Bridge
First-Year Seminar/International students only). L. Herman.
New Resources Program and Seminar
In an effort to meet the special needs and problems of post-college-age students, Pitzer
College inaugurated the New Resources program in the fall of 1974. Students in the
program are older than most college students; they have a wide variety of backgrounds;
many have full-time jobs, a family, or both. In bringing their experiences to the Pitzer
campus, New Resources students have added an important new dimension to the
educational and intellectual life of the College.
New Resources students enroll in regular Pitzer courses as well as courses at the other
Claremont Colleges. They may attend on a full- or part-time basis, although they are
encouraged to plan their course loads with a realistic appraisal of their family and job
commitments in mind. New Resources students may transfer up to 24 Pitzer equivalent
courses, with a maximum of 16 Pitzer equivalent courses transferred from a two-year
institution. Transfer credit does not calculate into a student’s Pitzer GPA.
Further information about the program may be obtained from the Office of Admission
(909) 621-8129.
Seminar: Strategies for Success. A half-course designed specifically for New Resources
students entering Pitzer, fall semester 2007. Major changes in our lives are often both
exciting and frightening. The seminar will explore the themes of personal growth and
change, and of social change, through readings and discussions, library and writing
assignments, field trips, and oral presentations. The class will also serve as a support
study group which addresses such topics as: the student-teacher relationship at Pitzer,
time and stress management, writing and speaking, computer resources, planning a
major, opportunities for campus and community services, and making the most of a
liberal arts education. Enrollment is limited to 20. Summer, J. Lehman.
Summer Session
Summer Session at Pitzer provides an opportunity for students to continue and enrich
their education in a rigorous academic atmosphere distinct from the traditional school
year. Students may choose from a modest slate of undergraduate courses offered across
the curriculum during two intensive six-week terms. All courses are taught by Claremont
Colleges faculty and established adjuncts.
Courses are regular, full-credit offerings of Pitzer College. Students earn one full-course
credit (4 semester units) per course completed. Summer courses are open to students of
The Claremont Colleges as well as students in good standing at other four-year colleges
and universities. Housing and board options are available.
Summer Session 2008 is tentatively scheduled to take place as shown below. Specific
course listings are generally published in January.
Session I May 21 through July 2
Session II July 7 through August 15
For more information, please see the Summer Session website at www.pitzer.edu/summer
PITZER COLLEGE STUDY ABROAD
STUDY ABROAD FOR THE LIBERAL ARTS AND SCIENCES
Pitzer College embraces a unique set of educational objectives that encourage students
from all majors to think about the world in ways that expand their understanding of
other cultures while working to translate that knowledge into action that will benefit the
communities they become a part of here and abroad. This type of learning is fostered by
the Pitzer curriculum in Claremont and at our study abroad sites around the world.

20 STUDY ABROAD
To further its educational objective of intercultural understanding, Pitzer has carefully
developed its own study abroad programs and cultivated exchanges with overseas
universities that support responsible exploration of the world and sustained engagement
with its diverse communities. Pitzer programs employ a nationally recognized cultural
immersion model integrating intensive language instruction, family stays, a core course
on the host culture, and the opportunity to pursue an independent study project. The
same model informs our Pitzer exchange programs, which require students to navigate a
different educational system, often in another language, at selected institutions abroad
while bringing international students and their diversity of linguistic and cultural
perspectives to the classrooms and residence halls in Claremont. Pitzer is a member of an
organization called International Student Exchange Programs (ISEP) to provide
additional options for study locations.
A semester of study abroad is not an experience that is considered separate from the rest
of a Pitzer education. Students are expected to complete coursework prior to going
abroad that will facilitate a sustained engagement with another culture. Ongoing critical
reflection is expected of all study abroad participants through a portfolio of writing and
opportunities for independent research projects. The process continues as students
analyze their experience through a popular International and Intercultural Studies
colloquium designed for students returning from abroad or as students apply their new
intercultural skills to addressing social issues in communities here upon their return.
Having a study abroad program fully integrated into a Pitzer education is a key factor
contributing to the record breaking number of prestigious post graduate grants and
fellowships like the Fulbright, Watson, Rotary, and Coro awarded to Pitzer students since
2003. Students who study abroad make up 85 percent of those winning such awards.
Pitzer leads the nation for a school its size in the number of Fulbright awards received.
A semester of study abroad is a demanding academic experience that may not be for
everyone. Seen not as a “break from college” but as a key component of Pitzer’s
challenging liberal arts and sciences curriculum, Pitzer Study Abroad has strong support
from faculty. More than 60 percent of Pitzer students will complete a study abroad
program during their undergraduate career at Pitzer. Nationally only 8 percent of US
college students study abroad and only 46 percent of those do so for a semester or longer.
In comparison, of the Pitzer students who study abroad, nearly 90 percent are on full
semester or year-long programs. The remaining students participate on Pitzer’s own sixweek
summer programs that are particularly demanding due to the intensive program
structure. This level of participation ranks Pitzer in the top 25 for private liberal arts
institutions in the U.S.. The College is pleased that the destinations chosen by Pitzer
students are more diverse and widely distributed around the globe than the national
averages with the majority of Pitzer students choosing programs outside of Western
Europe and the English-speaking world. Pitzer College encourages students to stretch
beyond their comfort zone to become engaged, thoughtful and critically reflective citizens
both of their own country and the contemporary world.

22 STUDY ABROAD STUDY ABROAD 23
Pitzer Study Abroad Options
Exchange in Argentina through ISEP. The culture of this vibrant nation blends European
and South American traditions to form a unique heritage all its own. Students with four
semesters of Spanish completed prior to participation may select from a broad range of
courses at one of two institutions in Buenos Aires, Argentina’s lively capital city, or at a
third university in the historically rich city of Cordoba.
Pitzer Exchange in Australia: University of Adelaide: With more than 2,000
international students from 70 countries, the University of Adelaide has produced two
Nobel Prize winning graduates and nearly 100 Rhodes Scholars.. The University of
Adelaide has major strengths in biological sciences, physical sciences, environmental
sciences and social sciences. Students live in university dormitories with Australian
students and other international students.
Pitzer College in Botswana offers students an in-depth, cross-cultural learning
experience organized around a challenging schedule of language training in Setswana,
field projects, and a core course on Botswana and regional development. Students live
with host families and have the opportunity to pursue independent research and
internships. Botswana is one of Africa’s most economically successful and politically
stable countries. This “African Miracle” is home to 1.5 million people inhabiting 226,900
square miles of vast savannas, the Kalahari Desert, and beautiful national wildlife parks.
Botswana’s citizens enjoy standards of health, education, and economic well-being rivaled
on the continent only by neighboring South Africa.
Pitzer Exchange in Brazil: Federal University of Roraima at Boa Vista. In the northern
most state of Brazil, Boa Vista is situated on the bank of the Rio Branco, about 150 miles
from the border of Venezuela. With a population of 220,000, Boa Vista is a planned city
that serves as the capital of Roraima. Pitzer College is affiliated with the Department of
Anthropology and the Program for University Training of Teachers of Macuxi at The
Federal University of Roraima. The exchange provides Portuguese language classes in
addition to other university courses taught in Portuguese. Students may also follow a
self-taught program in the Macuxi language. Students live with host families in Boa Vista.
Exchange in Bulgaria through ISEP: Slated to become a member of the European Union
in 2007, Bulgaria sits at an ancient crossroad between East and West. The American
University in Bulgaria is located in the southwestern part of the country in the city of
Blageovgrad. A GPA of 3.0 is required for applicants interested in taking coursework in a
broad range of social sciences including European history, political science, international
relations and journalism.
Pitzer Exchange in French-Speaking Canada: Students select from one of several
participating institutions in Quebec, Canada. McGill University in Montreal offers classes
taught in English across the curriculum. Several other institutions throughout Quebec
province offer coursework entirely in French as an option for students who have
completed French 44. Students find their own housing in the local French-speaking community
and live as regular members of a neighborhood in Montreal, Quebec City or Sherbrooke.
Pitzer College in China offers a unique in-depth learning experience in Beijing, China’s
capital and the heart of cultural and political life. Among the broad modern avenues and
picturesque traditional hutongs, you will find the nation’s leading universities, medical
schools, and centers of art and media. The program is affiliated with Beijing University,
the premier institution of higher education in China. Students follow a structured and
demanding schedule of intensive Chinese study, stays with Chinese roommates and
families, a core course on Chinese society and culture, specialized tracks in Traditional
Chinese Medicine (TCM) or Media Studies, and a directed independent study project including
the opportunity to join an ongoing neurobiology research project for qualified students.
Pitzer College in Costa Rica immerses students in two communities in Costa Rica while
taking intensive Spanish and studying tropical and human ecology at the College’s own
Firestone Center for Restoration Ecology on the Pacific Coast. Language skills improve
while living with one host family in Alajuela and completing an intensive Spanish course.
In the second home stay in a community near the Firestone Center, families serve as
important resources for students’ understanding of the regional ecological issues that will
be studied in an independent research project. The courses in tropical ecology and human
ecology are taught at the Firestone Center by faculty from the Claremont Colleges.
Exchange in Denmark through ISEP: Aalborg University is Denmark’s youngest, most
innovative and most internationalized university with an interdisciplinary approach to
teaching. Courses available in English include international cultural studies, psychology,
economics, philosophy and political science. Students will live in student dormitories or
local residences, arranged through ISEP.
Pitzer College in Ecuador: University Based program is in Quito, one of the most
spectacular cities in South America. The program is structured to involve students in
Ecuadorian life and culture. The curriculum features a Seminar on Poverty and
Development, courses at the Universidad San Francisco de Quito, and work with a
community organization as well as excursions to the Amazon rainforest, and the rural
community of Cayambe. All program courses and activities are conducted in Spanish.
Students live with Ecuadorian families in the suburbs of Quito, providing a unique
opportunity to explore the richness and complexity of urban life.
Pitzer College in Ecuador: Intensive Language and Culture program is designed for
students at all language levels who want to develop their Spanish skills while
participating fully in Ecuadorian life and culture. Intensive language (four hours a day),
Spanish speaking homestays, and community service internships in Spanish provide for
optimal language learning. A core course on Ecuadorian life and culture provides
students with an important context for their personal experience in the culture. Several
extended study trips introduce students to Ecuador’s cultural and ecological diversity
while a directed independent study project allows students to explore one topic of
interest in depth during the last month of the program. Contemporary indigenous issues
are looked at closely during the semester through homestays with Otavalan highland
Indian families and a special study trip to Cuzco and Machu Picchu.

24 STUDY ABROAD STUDY ABROAD 25
Pitzer Exchange in England: University of Bristol declares its priorities to be Learning,
Discovery, Enterprise-teaching excellence, internationally distinguished research and
scholarship, and effective knowledge transfer. Bristol’s track record in all three accounts
for its position in the first rank of UK universities and its excellent reputation in Europe
and the wider world. Located one-and-a-half hours west of London by train, Bristol offers
a wide range of coursework. University-arranged, off-campus accommodations are
available to exchange students.
Pitzer Exchange in England: University of Birmingham. The University of Birmingham
is a leading research university in one of the most vibrant and cosmopolitan cities in
Europe. At the heart of England’s industrial belt, the University of Birmingham offers a
wide selection of courses in languages, literature, history, multidisciplinary programs,
social sciences, government and politics, engineering, and health sciences.
Accommodation is available in university-arranged housing.
Pitzer Exchange in France: The University of Nantes. The city of Nantes is two hours
from Paris by train and is located close to the Atlantic, at the western end of the Loire
river valley with approximately one million people living in the greater Nantes area. The
University of Nantes is a large, well-known university with proportionately few foreign
students among the 40,000 French students. Classes in the fields of languages, literature,
history, geography, sociology, political science, economics, and psychology are taught in
French and are open to students whose competence in the French language is up to the
challenge. International students are housed in university residences and integrated with
local French students. There may be a possibility for a homestay.
Pitzer Exchange in France: The University of Valenciennes – Valenciennes, in northern
France near the Belgian border, prides itself on its reputation for friendliness, and getting
around the city is convenient and safe. Its appeal includes a vibrant economy and an
attractive way of life. The area includes 6,000 acres of woods and huge stretches of
smooth water used both for water sports and natural reserves. The University of
Valenciennes enrolls 12,000 students and offers a full range of subjects. Classes are taught
in French, and French language courses for non-native speakers are also available as
support courses. Students live in a university residence on the campus or may rent a
room from a local family.
Pitzer Exchange in Germany: The University of Erfurt’s long history dates back to 1392,
when it was established as Germany’s third university, after Heidelberg and Cologne. The
city is a culturally lively and historically interesting location for students interested in
economics, history, linguistics, literature, philosophy and social sciences. Students should
complete at least one year of German language study prior to participating in the
program. Students may continue German language studies at intermediate and advanced
levels. Homestays with local families may be possible or students will be housed on campus.
Pitzer Exchange in Germany: University of Koblenz-Landau, situated in the historic city
of Landau in southeastern Germany, offers classes taught in English in literature, cultural
studies, and linguistics. Students can take German language classes at beginner,
intermediate and advanced levels. Additionally courses are offered in German to
students with appropriate levels of language competence. Single room dormitory
accommodations are available on the Landau campus.
Exchange in Ghana through ISEP: Located on the western coast of Africa, Ghana is one
of the most peaceful and politically stable countries in Africa. Students enroll in classes
taught in English with local students at the University of Ghana. Fall participation is
strongly advised so that students can take advantage of a required Twi language course.
The most appropriate fields of study are African studies, geography with resource
development and the social sciences. One of the University’s objectives is to ensure that
its students have an understanding of world affairs and the histories and cultures of
African civilization. Students will live in student residences.
Exchange in Hungary through ISEP: At the Budapest University of Technology and
Economics, students enroll in classes taught in English in Central European studies,
engineering and social science. Alternately, students may study Central European
languages and cultures, at the University of Debrecen with offerings in linguistics and
British, Canadian and American cultural studies. Students are housed in local accommodations.
Pitzer College in Italy places students in the heart of the Emilia-Romagna region in the
city of Parma. Home to Verdi, Toscanini, the country’s oldest university and Europe’s
finest Romanesque cathedral, Parma offers a vital, friendly and authentic Italian setting
off the tourist track yet within access of Milan and Florence. The program allows students
to rapidly develop their language skills and arrive at a more profound understanding of
Italian culture through an interdisciplinary core course while pursuing directed
independent study in areas of academic interest, including studio art, art history,
sociology and the anthropology of food and culture.
Pitzer Exchange in Japan: University of Kwansei Gakuin. This university was founded
in 1889 and relocated to the current campus in Nishinomiya, Japan, outside of Kobe, in
1929. At least one year of Japanese language study is required to be eligible for the
program. Courses in Japanese and Korean language and culture are available to exchange
students, as well as environmental studies courses at the Sanda campus. Students with
sufficient Japanese language skills may select from any of the regular courses taught at
the university. Students live with host families.
Exchange in Korea through ISEP: Students may select from one of three institutions in
the capital city, Seoul: Korea University, Ewha Woman’s University or Yonsei University.
No previous study of Korean language is required and a selection of course options is
possible in English. Housing arrangements vary depending on the campus selected.
Exchange in Latvia through ISEP: Latvia, the heart of the Baltic states, has made a
successful transition from Soviet Republic to member of NATO and the European Union.
The University of Latvia, located in the historic city of Riga, is the largest in the Baltic
region, where students may take courses taught in English in Baltic studies, as well as
anthropology, economics, history and international relations. Latvian and Russian

26 STUDY ABROAD STUDY ABROAD 27
language courses from beginner through advanced levels are also available. Housing
arrangements vary depending on the campus.
Pitzer Exchange in Mauritania: University of Nouakchott. Mauritania, officially the
Islamic Republic of Mauritania, is a country in northwest Africa. It is bordered by the
Atlantic Ocean, Senegal, Mali, Algeria and the Western Sahara. The capital and largest
city is Nouakchott, located on the Atlantic coast. The University of Nouakchott has more
than 8,500 students enrolled in the Faculty of Sciences & Technology, the Faculty of Arts
and Humanities, and Faculty of Economics and Law. Students may take courses taught in
French or Arabic in any of these faculties or may choose courses in literature or
linguistics taught in English. The university does not have dormitories so housing is
arranged with local families.
Pitzer Exchange in Mexico: Autonomous University of the Yucatan in Merida. The
Autonomous University of the Yucatan offers a wide range of coursework in Spanish
with Mexican students, giving occasion for a high level of cross-cultural interaction and
collaborative work. Pitzer students need to be fluent in Spanish to qualify (minimum of
four semesters of Spanish or its advanced equivalent). University-arranged homestays are
available at or near the Yucatan campus.
Pitzer Exchange in Morocco: Al Akhawayn University in Ifrane. Set in the Atlas
mountain region, Ifrane has been around for centuries with the earliest permanent
settlement dating from the 16 th century. All classes at Al Akhawayn University, in a
broad range of liberal arts subjects, are taught in English. Exchange students will study
Arabic language in addition to the other courses selected. Students live with Moroccan
students in campus dormitories.
Pitzer College Nepal Studies Program is the college’s longest-running program and has
gained recognition for its highly effective approach to language and cultural training. An
intellectually and physically demanding schedule blends family stays, language classes,
lectures, field trips, community projects, and independent study. A trek and family stay
in a Himalayan village, allow participants to learn first-hand about a surprising wealth of
cultures and climates. The integrated curriculum enables students to interact more closely
with the people and cultures of Nepal. In semesters when the program cannot be offered
in Nepal, it is offered in Kalimpong in the district of Darjeeling, India, a culturally and
linguistically Nepali region of the State of Bengal.
Pitzer Exchange in South Africa: University of KwaZulu Natal. Located in Durban, near
the Indian Ocean, the University of KwaZulu Natal provides instruction in English across
the curriculum. Special courses are available in Zulu language, cultural studies, and
media studies. The University of KwaZulu Natal offers a unique slice of the diversity of
South Africa for a student of culture. Within a square mile one is likely to meet South
African Indians, Afrikaners, Xhosas, Zulus, San, Sothos, Ndebeles and English-speaking
peoples. University dormitory accommodation is offered.
Pitzer Exchange in Spain: University of Leon. The city of Leon is one of the most
historic sections of Old Castile with a bustling market area and ample historic buildings
to view. The University of Leon maintains high standards in both teaching and research
in over 30 departments with particular strengths in biotechnology, natural resources, and
environmental sciences. Courses are taught in Spanish with regular Spanish university
peers or students may enroll in a program of intensive Spanish language classes for the
full semester. Students typically live in university-arranged accommodations which may
consist of home stays or dormitory living, depending on availability.
Pitzer Exchange in Spain: Geranios Language Institute and the University of Seville.
This program is coordinated through the Geranios Language Institute in Dos Hermanos,
Spain, twenty minutes outside of Seville. The institute offers an orientation program and
a three week refresher Spanish class for students with intermediate and advanced
Spanish language skills. Students are then eligible to take special courses arranged for
foreigners at the University of Seville. The university classes cover topics related to
Spanish area studies in fields such as literature, history, international relations and language.
Students live in homestays throughout the area and commute by bus to classes each day.
Pitzer Exchange in Thailand: Payap University. In Chiang Mai, students will find oldfashioned
Thai hospitality in a thriving, modern metropolis where they can immerse
themselves in the color and spectacle of Thai culture. Through the Thai and Southeast
Asian Studies program at Payap University, students take courses in Thai language and
culture as well as electives, which vary each semester but in the past have included topics
in art history, Thai dance, Thai literature, major Southeast Asian religions, Buddhism,
sustainable development, women’s issues/gender studies, environmental studies, and
ethnic studies. Students live in an international student dormitory with a short homestay
included during the semester, when possible.
Pitzer Exchange in Turkey: Middle East Technical University (METU). Based in Ankara,
the capital of Turkey with a population approaching 5 million people, students on the
METU exchange can select from a wide range of courses taught in English that they
attend together with their Turkish peers. The university has strong offerings in the
sciences, sociology, political studies, and economics. While appropriate for students in
any major, METU is an ideal choice for natural science students who want to explore a
new culture while maintaining a competitive standing in their major. Combined with
Pitzer’s cultural immersion model, through which students can study Turkish language
and culture, and live in METU residence halls with Turkish students, participants get the
best of all possible worlds: a rich investigation of a fascinating culture at the crossroads of
European and Middle Eastern civilization as well as a first-rate education.
Pitzer Exchanges for Science Majors. For science students interested in health care there
are three possibilities for a specialized program of study abroad in either Finland,
Germany or Ireland. As one of their four courses, all students will take a biotechnology
course in wound care research. Students may choose from a number of other disciplines
for their remaining coursework or take additional science classes. Courses are offered in

28 STUDY ABROAD STUDY ABROAD 29
English in Ireland and Finland. Students should complete at least one year of German
language study prior to participating in the program in Germany. Housing and meal
arrangements vary by campus.
Pitzer offers two summer programs lasting five to six weeks for students who may have
difficulty in fitting a semester abroad into their schedules:
Pitzer Summer Health Program in Costa Rica provides participants with an opportunity
for a Spanish-speaking, cultural immersion experience and a first-hand look at health
care in Latin America. The integrated curriculum combines intensive Spanish language
study and family stays with health-related internships in San Jose, the Costa Rican capital
city, and a core course focused on health issues. Several excursions help students gain a
broader perspective on health and environmental issues.
Pitzer Summer Study in Japan program gives students a chance to participate in a
unique exchange agreement between Pitzer College and Shukugawa College in the city of
Nishinomiya, situated near Osaka and Kobe, Japan. The program consists of Japanese
language classes, demonstrations and lectures on Japanese culture, field trips to places of
economic, political, cultural and historical interest, and stays with Japanese families.
Students may choose to combine an independent research project with the experience in
Japan to earn two credits.
Domestic Exchanges are available with Spelman or Morehouse Colleges (GA), Colby
College (ME) or Haverford College (PA). Additional exchanges are possible with the
CIEL institutional partners – Alverno College (WI), The Evergreen State College (WA),
Fairhaven College (WA); Hampshire College (MA), New College (FL) and Daemen
College (NY) or Joseph C. Smith College (NC).
In addition to the choices given above, a small number of students may be approved to
attend programs administered by other institutions and organizations. To be eligible for
a non-Pitzer program, students must demonstrate the program offers a strong fit with
Pitzer’s graduation guidelines and the student’s overall educational plan at Pitzer.
Applications for these programs are highly competitive. The External Studies Committee
will give preference to applicants for programs that focus on intercultural and language
education. Note: This list of program options may change without notice and additional
exchanges are in development.
Preparation
Preparation is required for students who intend to participate in study abroad. Students
are encouraged to plan well in advance and are required to consult with their faculty
advisers early in their academic career. Some programs have specific prerequisites,
including the completion of courses related to a particular language, region, culture, or
issue. In cooperation with the other Claremont Colleges, Pitzer offers a rich selection of
appropriate courses in international, intercultural, and language education. The Study
Abroad Office can provide interested students with advice on their program choices and
help students make the most of what is almost always a life-changing educational experience.
The opportunity to participate in a study abroad program is a privilege, and the
application process is competitive. Students typically participate on study abroad
programs in their junior year or the first semester of their senior year and those students
are given priority. Class standing is determined by the number of courses completed so
students normally should have completed at least 16 courses but not more than 25
courses prior to the semester of participation. Students may petition to participate as
sophomores if appropriate to the student’s academic plan and space is available on the
chosen Pitzer program or exchange. Sophomores are not eligible for non-Pitzer
programs. Ordinarily, second semester seniors, and all first-year students are ineligible.
Participation in study abroad is generally limited to one semester during enrollment at
the College. Students wishing to have a year-long or other study abroad experience may
be eligible to do so through an exchange by demonstrating in a petition how the second
experience fits with their overall educational plan at the College. Students wishing to
have a year long experience are highly encouraged to do so in one country because visa
requirements of individual countries can make other arrangements difficult.
Students typically begin the application process by consulting early with their faculty
adviser about their plans and attending an information session in fall of their sophomore
year. There is a preliminary application deadline in early December and the final
application deadline on the first Monday of February for both fall and spring semester
programs. Priority is given to students who follow the advising procedures and meet all
application deadlines.
Cost
For students participating in study abroad, costs are the same comprehensive fee
(inclusive of tuition, fees, double room charge and full board) as a semester at Pitzer
College. Students make a $500 contribution to the cost of the airfare and the college will
cover the remainder of the airfare charges out of Los Angeles for the first semester of
study abroad. Students are responsible for the full airfare on any additional semesters of
study abroad. Students traveling on dates that differ from the program dates or departing
from airports other than Los Angeles may be responsible for the additional airfare
charges. Normally, the costs for tuition, housing, food and the remainder of the airfare
expenses are covered in the fees that Pitzer collects from each student. In cases where the
total program costs paid by Pitzer, including the College’s own direct expenses, exceed
the comprehensive fee, students may be asked to pay the difference. All fees, charges,
and expenses are payable in U.S. dollars at Claremont, California. There are other costs
associated with overseas study that students should plan for in their budget and students
are advised to consult with a study abroad adviser early in the process about possible
additional expenses.

30 STUDY ABROAD STUDY ABROAD 31
Financial Aid
With the exception of work-study, financial aid awards are transferable to semester
programs approved by Pitzer College and the External Studies Committee. Financial aid
is not available for summer programs with the exception of the Summer Health Program
in Costa Rica and the two-course option for Summer Study in Japan. Financial aid is not
available to non-Pitzer students.
Credit
Academic credit for most approved study abroad programs will be treated as transfer
credit. Students must check carefully to ensure that the course load abroad is the
equivalent of four course credits or a full semester load at Pitzer College allowing for
normal progress toward graduation. Students are required to study the host language in
any non-English speaking destination unless already fluent in that language. In addition,
students are required to take at least one area studies course and may receive credit for 1
or 2 other courses in any discipline as available at their chosen program. Please consult
the Registrar and Study Abroad Office about the amount of credit typically awarded for
each program. Students are expected to carry the equivalent of a full-time load (i.e. four
courses at Pitzer) while abroad. Faculty advisers will determine whether courses taken
abroad can be used to fulfill requirements of the major.
Grades will be recorded on the Pitzer transcript and will follow the Registrar’s policies
for transfer credit with the exception of the Pitzer programs in Botswana, China, Costa
Rica, Ecuador, India, Italy and Nepal and the summer programs in Costa Rica and Japan.
Grades for these Pitzer programs will be treated as any other grades received in
Claremont. The coursework completed on a study abroad program may be used towards
the residency requirement of 16 courses completed while registered at Pitzer.
No Pitzer College credit will be granted to Pitzer students for study abroad programs
during the academic year without approval of the External Studies Committee and
payment of the regular Pitzer College comprehensive fee. This applies to any course
work taken outside of the United States or outside the campus of another U.S. institution
during the regular academic year. This policy does not apply to summer programs or to
courses enrolled in or completed by students prior to their admission to Pitzer College.
Application Process
Applications for participation in study abroad programs for either Fall 2008 or Spring
2009 include the preliminary forms due in early December and the final application
forms due on the first Monday of February. Priority is given to students meeting all Pitzer
application deadlines. Students applying for non-Pitzer programs and fall programs with
early deadlines must submit the complete application by the December deadline. Note:
Non-Pitzer programs will require that students complete the program’s own application
paperwork in addition to Pitzer’s forms and may have earlier deadlines. Applicants for
non-Pitzer programs are responsible for submitting completed non-Pitzer application
forms to the Study Abroad Office at least two weeks in advance of any outside deadlines
in order to allow time for approval by the Study Abroad Committee.
Selection Process
Selection for any particular program is based on a student’s college record, the strength of
the application essays, academic preparation and suitability of the chosen program to the
College’s goal of intercultural understanding. The competitiveness of the applications will
vary based on the number of applicants, the limited availability of some exchanges or the
allotment of limited spaces on non-Pitzer programs. All applicants are required to list a
Pitzer program or exchange as a second choice. The External Studies Committee,
consisting of faculty, students, and staff will make final selections. In the event that the
number of qualified applicants exceeds the number of spaces available for studying
abroad, priority for programs with limited spaces will be based on class standing and the
strength of the application. Some qualified students may be asked to delay their
participation to another semester or to select an alternate program. Students on academic
or disciplinary probation or with outstanding debts to the College are ineligible for
participation in study abroad.
Further information on study abroad is available through the Study Abroad Office in
Scott 110. Students are encouraged to drop in or contact the office by email at
studyabroad@pitzer.edu, or visit the Pitzer College website at www.pitzer.edu/studyabroad.
PACE - University and Professional English
Established in 1977, Pitzer’s PACE Programs provide training at the advanced levels of
English proficiency for international students and professionals. Programs include the
Bridge Program for incoming international students, the Thematic Studies Abroad
Programs (TSA) in cooperation with Waseda University in Japan, "Here, There and Back
Again," a global-local studies themed program in cooperation with Kobe Women's
University in Japan, the Claremont Study Abroad Program (CSA) for students interested
in undertaking college-level work, the International Fellows Program (IF) in cooperation
with the Peter F. Drucker and Masatoshi Ito Graduate School of Management, and the
Pre-MBA program for students wishing additional study before entering business school.
Students in the PACE program are fully integrated into campus life at Pitzer and have the
benefits and privileges accorded to regularly enrolled students, including full use of all
College facilities, both educational and extracurricular; the opportunity to audit courses
in areas of particular interest; and individual academic counseling. See also International
Students, p. 334.
COMBINED BACHELOR/MASTER’S DEGREE PROGRAMS
Claremont Graduate University offers superior undergraduate students at The Claremont
Colleges the opportunity to work simultaneously toward the completion of their
undergraduate degree requirements and a master’s degree in selected academic fields.
Applicants must be recommended by their respective colleges and usually enter the
program at the beginning of their junior year or later. Depending on the students’
qualifications, these programs will involve some shortening of the time normally
required to complete an undergraduate and a master’s degree.

32 ACADEMIC OPPORTUNITIES ACADEMIC OPPORTUNITIES 33
Pitzer College and Claremont Graduate University offer several programs in
mathematics, economics, and public policy, leading to both a bachelor’s degree and a
master’s degree. Further information on the combined program in mathematics is
contained under Mathematics on p. 155.
The Joint BA/MA Program in Economics, completed in five years, is most appropriate for
students with a major in Economics; students with other majors should consult a faculty
adviser. For further information, see Economics, p. 97.
The Joint BA/MIS Program in Information Science offers Organizational Studies majors to
obtain an accelerated M.I.S. degree. For further information see Organizational Studies, p. 200.
The Joint BA/MA accelerated degree program in Psychology offers majors the
opportunity to obtain an accelerated MA degree in Psychology. Students must formally
be admitted into the School of Behavioral and Organizational Sciences at CGU. For
further information see Psychology, p. 219.
The Joint BA/MPP Program in Public Policy is directed toward students majoring in
Political Studies, Organizational Studies, Environmental Studies, and Sociology; however,
students with other majors may apply. Interested students should contact a member of
one of the following field groups: Political Studies, Organizational Studies,
Environmental Studies, or Sociology.
Combined Bachelor/Medical Degree Program
A unique linkage program between Pitzer and Western University of Health Sciences in
nearby Pomona, California, allows students to complete the BA degree from Pitzer and
the Doctor of Osteopathic Medicine (DO) degree in seven years. Requirements for
admission to the linkage program include the normal Pitzer criteria as well as evidence of
community involvement and motivation for a career in primary care medicine. A joint
admissions committee from the two schools will evaluate applications. A maximum of 6
students will be admitted annually to the program. The students will study at Pitzer for
three years, fulfilling the Educational Objectives and premedical requirements,
interacting with Western clinics and physicians, and undertaking medically related
internships. Upon completion of their third year at Pitzer, and having maintained a
minimum GPA of 3.0 and a minimum total of 24 on the scored subtests of the Medical
College Admission Test, and demonstrated personal dedication and traits suitable for
health professions and career development, students in the linkage program will be
admitted to Western University of Health Sciences, where they will pursue the four-year
course of study for the DO degree. This is followed by internship and residency. For
further information and an application, contact the Office of Admissions at Pitzer.
Internships
Comprehensive internship listings can be accessed through the Career Services office.
Internships affirm Pitzer’s commitment to connecting knowledge and action. They also
provide opportunities to link Pitzer students to social issues in Los Angeles communities
and thereby enhance awareness of social responsibility. Internships can provide students
with an opportunity to select and gain invaluable work experience and thereby enhance
career development. Often, in conjunction with a class requirement or as part of an
Independent Study, an internship can be arranged for academic credit. See p. 302 for
Guidelines for Internship and Community Service Independent Study.
Independent Study
Independent Study is a creative option for students wanting to explore an area in more
depth. The provisions for Independent Study are intended by the faculty to foster
students’ intellectual development. It is hoped that students will develop the capacity to
plan and execute projects of their own conception and will acquire a competence in
original research and writing beyond that required by the regular courses of instruction.
See p. 300 for more information about Independent Study.
Teacher Education
As preparation for teaching all subjects in an elementary school classroom, students must
pass the MSAT (Multiple Subjects Assessment for Teachers) of the PRAXIS Series and the
California Basic Educational Skills Test (CBEST) which they are strongly encouraged to
take before their senior year. Interested students should see Professor Mita Banerjee or
Professor Maya Federman and should contact the Career Services for information
regarding teaching as a career. The Office of Teacher Education at Claremont Graduate
University also has specific information regarding its Internship Program.
Although there is no undergraduate major in education at The Claremont Colleges,
students seeking an Elementary Teaching Credential should take courses in the following
areas in preparation for the MSAT and a graduate program in teacher education: (a) 5
courses in English, linguistics, basic writing, and communications; (b) 4 courses in
mathematics, science (including health, environmental, physical, and natural), statistics,
and computers; (c) 5 courses in the social sciences, including one course that addresses
the U.S. Constitution; (d) 3 courses in the humanities, such as dance, art, music, and
philosophy; (e) 2 courses in a foreign language; (f) 1 fieldwork experience, such as
intercollegiate courses Education 170G and 300G; and (g) 1 course in the study of
education, such as sociology of education, culture and education, educational psychology,
and early childhood education. Students planning to enroll in Claremont Graduate
University’s Teacher Education program can use Education 300G toward their credential
program.
Students seeking a Single-Subject Teaching Credential should declare a major in the field
they wish to teach.
Community-Based Learning Programs
The Center for California and Cultural and Social Issues (CCCSI) at Pitzer College is
committed to teaching students to be responsible citizens of both local and global
communities by linking a liberal arts education to concrete action that benefits others.
CCCSI seeks to an effective partner in communities by assisting students and faculty in

34 ACADEMIC OPPORTUNITIES ACADEMIC OPPORTUNITIES 35
learning to identify and engage resources—both human and material—through
internships and service learning opportunities
As a hub for social responsibility the Center facilitates applied work through
participation, action research, and community-based learning.
Among its Core Partnerships are the Pomona Economic Opportunity Center (PEOC), a
day labor center serving the city of Pomona; HERO, an after-school program in Ontario
for homeless and underserved youth; Camps Afflerbaugh-Paige, a youth detention camp
located in La Verne; and Prototypes Women’s Center in Pomona, which serves at-risk
women and their children..
Through CCCSI’s Core Partneships, students can meet their academic objectives by
becoming involved in literacy or computer programming at PEOC, by tutoring,
mentoring, or overseeing the garden at HERO, or by becoming active in the spoken word,
gardening, visual or performing arts programs at Camps Afflerbaugh-Paige.
The Center’s community partners present both faculty and students with extraordinary
opportunities to engage in applied problem-solving activities.
CCCSI is located on the second floor of Bernard, in the ‘fishbowl.” Contact us at
cccsi@pitzer.edu or phone (909) 607-8183. For further information, visit our website at
www.pitzer.edu/cccsi/ or call Chris Frausto, assistant director, at 607-8184.
Fields of Major
The College believes it is mastery of a subject that makes informed, independent
judgments, and so requires students to complete a major. Prior to midterm of the second
semester of sophomore year, students will choose an adviser in the field of their selected
major and begin discussions regarding the major. Students must complete a
Major/Educational Objectives form that is signed by the major adviser of record and
submit it to the Registrar’s Office no later than midterm of the first semester of junior
year. New students with a minimum of junior class standing will have an additional
semester to submit the major declaration form. A substantial part of the junior and senior
years will be devoted to the major program. At Pitzer College, field groups (similar to a
discipline or department) organize major requirements and courses. Students may choose
existing majors at the other Claremont Colleges provided that the fields are not offered as
majors at Pitzer.
American Studies Linguistics
Anthropology Mathematical Economics
Art Mathematics
Art History Media Studies
Asian American Studies Molecular Biology
Biology-Chemistry Music
Biology Neuroscience
Black Studies Organismal Biology
Chemistry Organizational Studies
Chicano Studies Philosophy
Classics Physics
Dance Political Economy
Economics Political Studies
English and World Literature Psychology
Environmental Science Religious Studies
Environmental Studies Science and Management
Gender & Feminist Studies Science, Technology & Society
History Sociology
Human Biology Spanish
International and Intercultural Studies Theatre
Asian Studies
European Studies
Latin American and Caribbean Studies
Third World Studies
Additional majors are available by arrangement with the other Claremont Colleges.
Students with off-campus majors and advisers must also have a Pitzer faculty member as
an adviser to oversee completion of the Pitzer Educational Objectives.
Combined majors meld two or more existing fields, with some modification of the
normal requirements in each. Combined majors must be approved by a faculty member
representing each field involved, following the principles established by each field group.
Such approval normally must be obtained not later than midterm of the first semester of
the junior year.
Double majors require completion of all requirements for two fields. If the requirements
for the two fields overlap, some field groups may place restrictions on the number of
courses that can be counted in both fields. Students must have the approval of faculty
advisers in both fields and should submit two separate Major/Educational Objectives
forms not later than midterm of the first semester of the junior year. Majoring in three
fields is possible but unadvisable, will be subject to the same requirements as those listed
above for double majors, and will require approval of the Curriculum Committee.
Guidelines for Special Majors
Students may wish to pursue a major that does not fit an established major. A special
major proposal should be developed with and must be approved by a minimum of two
faculty advisers in appropriate fields. Students must have at least one Pitzer adviser, so if
both special major advisers are from off-campus, the student must have a 3rd Pitzer
adviser. Proposals should be submitted to the Registrar’s Office to be forwarded to the
Curriculum Committee for their review, comment, and approval. The criteria detailed
below will be used by the Curriculum Committee in evaluating proposals.
Students should choose special major advisers and begin discussing the proposal in the
sophomore year. Proposals must be submitted to the Registrar’s Office no later than

36 ACADEMIC OPPORTUNITIES ACADEMIC OPPORTUNITIES 37
midterm of the first semester of the junior year (the same date that standard major
declarations are due). If the Curriculum Committee has not approved the proposed major
by the end of the first semester of the student’s junior year, the student must choose and
complete an existing major. The Curriculum Committee will consider a late proposal only
if it is strong enough to meet the criteria listed below without need for revision. A late
proposal must be accompanied by a petition addressed to the Curriculum Committee
that provides a clear rationale for why it is late.
Special Major forms are available in the Registrar’s Office and contain two components:
1. An explanation for the Special Major including:
• Title: The title must correspond with the course list and rationale for the major.
• Purpose: Proposals must state the goals to be achieved through the
implementation of the desired major and explain why these goals cannot be met
with existing majors.
• Coherence: The proposed courses must demonstrate a cohesive, feasible and
organized program of study, and explain how the courses work together to
achieve the desired goals.
• Mastery: The proposed major must exhibit sufficient depth and rigor, including
a substantial number of advanced courses. For interdisciplinary special majors,
the course list should include advanced work in each discipline.
• Capstone: The proposal must discuss plans for a synthesizing paper, project,
seminar or thesis. The course list should include a full-credit independent study
devoted to completion of this thesis or project, or explain how an existing
advanced seminar would serve this purpose. The capstone experience should
integrate the knowledge gained through the special major.
2. Course List: A completed Major Declaration form must be included, listing both
educational objectives and a course list, including a minimum of 10 courses for the
proposed special major. The course list should match the explanation for the Special
Major and should be consistent with curricular capabilities of The Claremont Colleges.
Honors in a field of major may be awarded to an outstanding student in recognition of
academic excellence. Each field group for regular or combined majors (or both academic
advisers in the case of special majors) may decide whether to award honors and establish
specific criteria for honors. Honors in combined majors may be awarded for the
combined major itself, but not for any one of the majors that the combined major
comprises. Normally, all students who are awarded honors must have attained a
cumulative GPA of at least 3.50 while registered at Pitzer College. In addition, students
must have completed a thesis, seminar, independent study, or some other special
program, which has been designated in advance as a possible basis for honors. During
the fall semester of each academic year, field groups (or both academic advisers in the
case of special majors) will send to their majors and to the Academic Standards
Committee a formal statement of their requisites for honors. Final honors
recommendations will be submitted to the Academic Standards Committee at least one
week prior to graduation. The approved list of honors candidates will be submitted to the
full faculty for final approval.
Minors
Minors are currently offered in the following fields:
Anthropology Gender & Feminist Studies
Art History
Art History Linguistics
Asian American Studies Mathematics
Biology Media Studies
Black Studies Music
Classics Philosophy
Dance Science, Technology & Society
Economics Sociology
English/World Literature Spanish
Environmental Studies Theatre
Academic minors will be available only in existing majors and only when the relevant
field group chooses to offer one. In addition, students may choose existing minors at the
other Claremont Colleges provided that the fields are not offered as majors at Pitzer. The
availability of this alternative is contingent on the willingness of a professor at the other
college in the relevant field to serve as a minor adviser. (For example, a student could
minor in geology because it is formally available at Pomona and is not a major at Pitzer.
On the other hand, if economics at Pitzer chooses not to offer a minor, a student cannot
minor in economics just because Pomona has a minor in economics available.)
The specific requirements for a minor are designed by the relevant field group, approved
by Curriculum Committee, and approved by College Council. The requirements for a
minor should include at least six letter-graded courses. Students cannot design “special”
minors and students cannot select more than one minor. There should be no overlap
between courses comprising a student’s major and his/her minor. An exception could be
made in the case where a specific course is required for both the major and the minor, if
the field group offering the minor approves.
Students will have a minor adviser (a professor in the relevant field group offering the
minor). The minor adviser’s signature is needed on two forms: one declaring the minor
and listing proposed courses, and one certifying the minor prior to graduation. As with
majors, minors should be declared by the middle of the junior year. The minor adviser
will not need to sign off on courses each semester; the adviser’s role is to give advice on
the minor itself such as choice of courses.

38 ACADEMIC OPPORTUNITIES ACADEMIC OPPORTUNITIES 39
Courses and Major Requirements in
Each Field
Courses are numbered according to the level of preparation expected of the student.
Courses numbered 1 to 199 are undergraduate courses. Generally speaking, those
numbered below 100 are introductory courses designed for first-years and sophomores or
students with little or no preparation in the field. Certain field groups may choose to
differentiate further their offerings by designating certain series as general education
courses for students who are not necessarily majoring in the field. Courses numbered 100
or above are more advanced courses, generally designed for juniors and seniors or for
those with sufficient preparation in the field. Please note that some field groups may
make no distinction among courses by level of preparation necessary and, thus, may
designate courses by a simple consecutive numbering system. Students should consult
the introductions which precede each field group’s course offerings.
A semester course, or one semester of a year sequence, is credited as a full course unless
it is designated as a half-course. A semester course is indicated by a single number. Twosemester
courses may be indicated either by consecutive hyphenated numbers (for
example, 37-38) when credit for the course is granted only upon completion of both
semesters or by the letters “a, b” when credit for the course is granted for either semester.
Pitzer College does not give academic credit or accept transfer credit for courses in
physical education or in military science.
The letter “G” after a course number indicates an undergraduate course that is taught by
a member of Claremont Graduate University faculty and is open to all students in The
Claremont Colleges. Students should check the course listings each semester for
additional “G” courses. Students should also consult the relevant field group to
determine the level of preparation necessary for any individual course.
The letters “AA” after a course number indicate an intercollegiate course taught by the
Intercollegiate Department of Asian American Studies; “CH” indicates a course taught by
the Intercollegiate Department of Chicano Studies; or “BK” by the Intercollegiate Department
of Black Studies. These courses are open to all students of The Claremont Colleges. Any restrictions
on enrollment other than the level of preparation required are stated in the course description.
Some courses may be designated parenthetically with an additional course number, for
example, “(formerly 22).” This refers to a former course numbering system and is
provided for informational purposes only.
Pitzer students may register in courses offered in the other Claremont Colleges with the
approval of their advisers and subject to intercollegiate regulations. (See p. 298) Please
consult “The Claremont Colleges Undergraduate Schedule of Courses” booklet
distributed each semester for a complete listing of courses offered during the academic
year. The courses described in this catalogue are not always taught every semester.
Standard Class Times
Unless otherwise indicated, classes meet at the times listed below. Some courses
including art classes, music classes, some language courses and laboratory sessions
deviate from these times.
MWF MW TTh TTh
8 - 8:50 Noon - 1:10 8:10 - 9:25 Noon - 1:10
9 - 9:50 1:15 - 2:30 9:35 - 10:50 1:15 - 2:30
10 - 10:50 2:45 - 4 2:45 - 4
11 - 11:50 4:15 - 5:30 4:15 - 5:30
12 - 12:50
Evenings: 7-9:50 pm [one day per week, with break]

40 AMERICAN STUDIES
AMERICAN STUDIES
Sponsored by the five undergraduate Claremont Colleges, American Studies is a
multidisciplinary major that encourages students to think critically and creatively about
culture in the United States. The American Studies Program is coordinated by an
intercollegiate faculty whose aim is to introduce students to the complexity of the
American experience. Majors take courses in a variety of disciplines such as literature,
history, sociology, anthropology, political science, music, and the visual arts. In addition,
majors take multidisciplinary courses that use materials from different disciplines to
explore a particular issue in American life. The interdisciplinary approach to this major
affords the student many career choices. Some follow graduate study; other paths include
the professions of law, library science, journalism, business and museum curatorship.
Pitzer Advisers: B. Anthes, S. McConnell, D. Segal, C. Strauss.
Requirements for the Major
An essential component of the American Studies curriculum is American Studies 103, a
prerequisite course that is team-taught by members of the intercollegiate faculty in the
spring semester. This course is an excellent introduction to the themes, concerns, and
methodologies of American Studies.
Before the junior year, majors consult with a member of the intercollegiate faculty to plan
a program of courses. Beyond the course mentioned above, majors are required to write a
senior thesis (discussed below) and to compete nine additional courses approved by an
American Studies faculty member. These include:
• A two-semester survey of U.S. History (History 55 and History 56 at Pitzer, or
equivalent courses at the other Claremont Colleges).
• One other survey-level course focusing on the U.S. in another discipline, such as
Art History, Literature, Music, Sociology.
• One course in Asian American, Black, or Chicano Studies.
• The American Studies Seminar (180), which is normally taken in the fall of the
junior year.
In order to give the program depth as well as breadth, three courses a student takes must
be seminar or upper-division level courses in a single discipline (for instance
anthropology or English).
Senior Thesis: All students are required to write a senior thesis by enrolling in the senior
thesis seminar (American Studies 190), offered every fall. In addition to the thesis
seminar, each student will sign up with two individual thesis readers/advisers, at least
one of whom much be from the student’s home campus.
Honors: Students whose GPA equals or exceeds 3.5 both overall, and in the four core
courses required for the major (AS 103, AS 180, History 55 and History 56), and who have
completed the senior thesis with a grade of A, are eligible for honors in American
AMERICAN STUDIES
Studies. Candidates for honors also must pass an oral examination on the thesis,
administered by a committee consisting of the two thesis readers plus one outside reader.
The awarding of honors in American Studies is at the discretion of this oral examination
committee.
The following courses are a sample of the range of courses offered in American Studies at
Pitzer and the other Claremont Colleges. This is not an exhaustive list; students should
consult their advisers or an American Studies adviser at their home campus for current
course offerings.
103. Introduction to American Culture. This course, taught by an intercollegiate faculty
team, introduces principal themes in American culture. Its interdisciplinary approach
brings together such areas as art, music, politics, social history, literature, sociology, and
anthropology. Topics frequently covered include the origins of the American self, ethnic
diversity, immigration, women, the West, modernism, consensus and dissent. Spring, R.
Roberts and Staff.
180. Seminar in American Studies. Interdisciplinary examination of problems in the
history, politics, and culture of the United States. Fall, S. McConnell.
190. Senior Thesis Seminar. This faculty-led, intercollegiate seminar is intended to help
students work through the process of conceptualizing, researching, and writing a senior
thesis in American Studies, with the goal of producing one complete chapter by the end
of the semester. Fall, C. Strauss.
191. Senior Thesis. Spring, Staff.
Other courses appear under appropriate fields. At Pitzer these include:
Anthropology
76. American Political Discourses
81. Media Discourse
89. The American Sixties
95. Folk Arts in Cultural Context
Art History
137. Tradition and Transformation in Native North American Art and Culture
139. Seminar: Topics in Native American Art History
41

42 AMERICAN STUDIES
English and World Literature
107. Harlem and Sophiatown Renaissance: A Comparative Study in Influence
108. Latino Literature: Through Time and Across Borders
121BK. Studies in Poetry: Love and Revolution-Black Women's Poetry/Song in the 20th Century
134BK. Harlem Renaissance: Gender, Class and Sexuality
160. Literature of the Americas
History
118. Teaching U.S. History: Practicum
Linguistics
82. Race, Ethnicity and the Politics of Teaching
116. Language and Ethnicity
Media Studies
68. U.S. Popular Culture
91. History of Americans in Media
100. Asian Americans in Media
197. Media Praxis in Ontario
Political Studies
101. The U.S. Electoral System
103. Power and Participation in America
104. War and the American Presidency
105. American Politics
107CH. Latino Politics
108. Governing California
130. U.S. Foreign Policy
134CH. U.S. Foreign Policy and Mexico
174CH. U.S. Immigration Policy
191. The Political Economy of the Inland Empire
Psychology
12BK. Introduction to African American Psychology
171. Research in Latino Psychology
173AA. Asian American Mental Health
178. Applied Asian American Psychology
184. Culture and Diversity in Psychology
Sociology
30CH. Chicanos in Contemporary Society
44CH. Latino Migration to the U.S.
46. Sociology of Immigration
78. Indigenous Peoples of the Americas
134. Urban Life in L.A.
145CH. Restructuring Communities
147AA. Asian Americans and the Sociology of Sport
155 CH. Rural and Urban Social Movements
AMERICAN STUDIES
43

44 ANTHROPOLOGY
ANTHROPOLOGY
Pitzer Advisers: E. Chao, L. Martins, S. Miller, D. Segal, C. Strauss.
Requirements for the Major
The major in Anthropology requires a minimum of ten courses. Anthropology includes a
variety of subfields, which are incorporated in the major. It is the goal of the major to
introduce students to all subfields. However, students often develop special areas of
interest within anthropology. To accommodate this diversity, the major offers two
alternative tracks. Students interested in combining anthropology with the study of
medicine, education, public policy, linguistics, art, or other fields are encouraged to talk
to one of the anthropology advisers for recommended courses.
I. The Sociocultural Track requires:
A. All of the following courses:
1. Introduction to Archaeology and Biological Anthropology
2. Introduction to Sociocultural Anthropology
3. Language, Culture, and Society (or another course in linguistic anthropology)
21. The World Since 1492
105. Field Methods in Anthropology
153. History of Anthropological Theory
B. A minimum of four electives in Anthropology. Courses taken on Pitzer Study
Abroad programs may be eligible, if they are approved by the Anthropology Field
Group.
II. The Human Evolution, Prehistory and Material Culture Track requires:
A. All of the following courses:
1. Introduction to Archaeology and Biological Anthropology
2. Introduction to Sociocultural Anthropology
21. The World Since 1492
101. Theory and Method in Archaeology (or Anth 110PO, Field Methods in
Archaeology, or an approved summer Field School)
B. Two upper level courses selected from the following:
101. Theory and Method in Archaeology (cannot satisfy two requirements)
102. Museums and Material Culture
103. Museums: Behind the Glass
110. Field Methods in Archeology (Pomona)
111. Historical Archaeology
128. Pre-history of the Americas (Pomona)
161. Greek Art and Archaeology
164. North American Archaeology
168. Prehistoric Humans and Their Environments
170. Human Evolution
C. A minimum of four electives in anthropology.
A student may substitute a comparable course for a required course with the
permission of the field group. Students majoring in anthropology should consult
with their adviser to select for the fulfillment of their formal reasoning requirement
ANTHROPOLOGY
a course suited both to their interests in anthropology and their background in
mathematics.
Combined Major: A combined major in Anthropology (Sociocultural Track) requires at
least seven courses, including Introduction to Sociocultural Anthropology (Anth 2),
Language, Culture, and Society (Anth 3), and The World Since 1492 (Anth 21). In
addition, students will normally take Introduction to Archaeology and Biological
Anthropology (Anth 1) or one course primarily in archaeology, biological anthropology,
or material culture. A course on field methods (e.g., Anth 105) is strongly recommended.
At least two courses for the combined major should be ones at an advanced level in
Anthropology that are particularly suited to the interdisciplinary major of the student.
A combined major in Anthropology (Human Evolution, Prehistory and Material Culture
Track) requires at least eight courses, including Introduction to Archaeology and
Biological Anthropology (Anth 1), either Introduction to Sociocultural Anthropology
(Anth 2) or the World Since 1492 (Anth 21), Theory and Method in Archaeology (Anth
101 or the PO field methods course, or an approved summer field school). In addition,
students will take two courses from the advanced courses listed in the catalogue for the
major; normally, this will include Historical Archaeology (Anth 111). Finally, students will
take at least three other courses in Anthropology, chosen in consultation with the adviser.
For either track, up to two courses may be counted for both fields of the combined major.
Where no specific courses are listed in the above requirements, the adviser and student
will make a determination of what courses will be taken, and the adviser will then
circulate that outcome to the Field Group for approval.
Minor in Anthropology: Students who wish to graduate with a minor in anthropology
must satisfactorily complete at least six graded Anthropology courses, at least two of
which are listed in the requirements for one or both of the anthropology tracks.
Students planning to continue studies on the graduate level should pay particular
attention to the need for faculty consultation, especially with respect to preparation in
statistics and foreign languages. Normally, courses in the student’s major cannot be taken
on a credit/non-credit basis.
As part of their Pitzer experience, students are encouraged to undertake internships or
Pitzer Study Abroad. In the senior year, students may undertake a senior exercise with
the guidance of the Anthropology faculty.
Honors: Students who compile extraordinary records in Field Group and other Pitzer
courses, and whose senior exercise is deemed outstanding, will be recommended for
Honors in Anthropology.
1. Introduction to Archaeology and Biological Anthropology. An introduction to the
basic concepts, theories, methods and discourses of these fields. The course includes an
examination of human evolution as well as a survey of human cultural development
from the Stone Age to the rise of urbanism. Each student is required to participate in one
lab session per week in addition to the regular lecture meetings. Fall, S. Miller.
2. Introduction to Sociocultural Anthropology. An introduction to the basic concepts,
theories, and methods of social and cultural anthropology. An investigation of the nature
45

46 ANTHROPOLOGY
of sociocultural systems using ethnographic materials from a wide range of societies. Fall,
L. Martins; Spring, E. Chao.
3. Language, Culture & Society. How speech and writing reflect and create social and
cultural differences (and universals). We will consider factors that can lead to
miscommunication between speakers with different cultural expectations-including
speakers who seem to share the same language but use it very differently, whether
language shapes thought, how social ideologies and relations of status and power are
reflected in language use, and the politics of language use (e.g., who decides that a
particular language variety is “standard”). Fall, C. Strauss.
12. Native Americans and Their Environments. This course will investigate the
traditional interrelationships of Native American ethnic groups with their various
environments. Are patterns of collecting wild resources or farming primary foods
environmentally determined? How does the physical environment affect a group’s social
system, politics, art, religion? What impact do these cultural factors have on a group’s
utilization of its environment? We will examine these and other issues through class
discussions and readings. We will consider several regions of North America in our study
of such groups as the Inuit, Kwakiutl, Cahuilla, Hopi, Navajo, Dakota and Iroquois.
[not offered 2007-08]
16. Introduction to Nepal. An introduction to the geography, history, peoples, cultures,
and contemporary circumstances of Nepal. This course is required of, but not limited to,
students planning to participate in Pitzer’s semester in Nepal. Fall, E. Chao.
Anth 21/Hist 21. The World Since 1492. This course explores the last 500 years of world
history. In examining this large expanse of time, the focus is on four closely related
themes: (1) struggles between Europeans and colonized peoples, (2) the global formation
of capitalist economies and industrialization, (3) the formation of modern states, and (4)
the formation of the tastes, disciplines, and dispositions of bourgeois society.
Spring C. Johnson/D. Segal.
23. China and Japan Through Film and Ethnography. This course will use feature films
as ethnographic sources for exploring the cultures of China and Japan. It will juxtapose
the examination of historical and anthropological material with films and recent film
criticism. Includes weekly film screenings. Enrollment is limited. [not offered 2007-08]
28. Colonial Encounters. This course will examine anthropological studies of colonialism.
It is an introductory course that will focus on how the process of colonization altered
both colonized subjects and colonizers. Particular attention will be paid to issues of
gender, sexuality, race, national identity, religion, and the interconnections between
colonial (and imperial) practices and the formation of a broader world system. Staff.
[not offered 2007-08]
33. Caribbean Histories, Cultures, and Societies. Though known to persons from the
United States primarily as sites of recreational tourism (“sun, surf, and sex”), the islands
of the Caribbean are sites of daily work and life for some 36 million persons. This course
examines the cultures, societies, and histories of the Caribbean, focusing primarily on the
English and French speaking Caribbean. Thematically, the course focuses on processes of
ANTHROPOLOGY
racialization, effects of globalization, experiences of labor, the circulation of popular/mass
culture, and the openness of the Caribbean to travel. Prerequisite: History 21 or
permission of instructor. D. Segal. [not offered 2007-08]
41. Social Movements and Other Forms of Political Struggles. The last decades have
been marked by a proliferation of social and political movements all over the world.
Indians, peasants, mothers, students, among others, have organized collective actions to
fight discrimination, poverty, violence, environment degradation, etc. This course will
examine the historical context and different forms of the so-called New Social Movements
in the context of globalization and late-capitalism. We will read ethnographic accounts of
these movements, watch movies made by and about them and analyze the theories that
attempt to explain these struggles. L. Martins. [not offered 2007-08]
50. Sex, Body, Reproduction. Is there a line between nature and culture? Drawing on
historical, ethnographic, and popular sources, this course will examine the cultural roots
of forms of knowledge about sex, the body, and reproduction and the circulation of
cultural metaphors in medical, historical, and colonial discourse. Fall, E. Chao.]
52. Indigenous Peoples, Global Development and Human Rights. The class focuses on
the processes and consequences of the encroachment of Western societies on indigenous
peoples. We will examine the main areas that marked colonial enterprises and continue to
be crucial in the current situations of indigenous societies vis-à-vis nation-states: political
power, economic development, gender relations, collective rights, health, education and
religion. We will study specific ethnographic cases (through movies and texts) from
different parts of the world that look at the past and the present. Fall, L. Martins.
58. Doing Research Abroad. Designed to prepare students to conduct independent
research projects in the Pitzer study abroad programs. This course will assist students in
conducting research in unfamiliar or less familiar cultures than their own. We will focus
on issues related to the scope of the research, methodology and ethics. The course will
also provide a general basis for the encounter and understanding of other societies. Open
and relevant to students in all areas. Fall, L. Martins.
62. Embodying the Voice of History. This course will examine various testimonials such
as the education of Little Tree, the life of Rigoberta Menchu, Burundian refugee accounts,
descriptions of satanic ritual possession, and post-revolutionary Chinese narratives
known as “speaking bitterness.” Do these testimonials unproblematically inform us about
the historical contexts they describe? Issues of veracity and authenticity will be examined
as well as processes of politicization. E. Chao. [not offered 2007-08]
70. Culture and the Self. This course examines the way emotions, cognition, and
motivations are shaped by culture. Topics will include ideas of personhood in different
societies, cultural differences in child rearing, whether there are any universal emotions
or categories of thought, and mental illness cross-culturally. C. Strauss. [not offered 2007-08]
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48 ANTHROPOLOGY
74. The City: An Anthropological Examination. Through internships in the neighboring
city of Ontario and readings about cities historically and cross-culturally, we will examine
the connection between life in cities as experienced by different social groups and the
larger forces shaping these experiences. How are the experiences of immigrants, or
members of different classes, shaped by social forces at work in Southern California and
the United States at this time? Particularly recommended before or after participation in
the Pitzer in Ontario Program. C. Strauss. [not offered 2007-08]
75. Cognitive Anthropology. In what ways are human thought processes the same
everywhere, in what ways do they vary across and within societies? We will examine the
latest versions of classic debates about rationality, the effect of language on thought,
innate knowledge, the structure of cultural knowledge, and the relation of people’s
thoughts to their emotions, motivations, practices, and social worlds.
C. Strauss. [not offered 2007-08]
76. American Political Discourses. This course will examine individualist discourses and
alternatives to them (e.g., populist, religious, ethnic/racial identity, socialist, New Age) in
the United States. We will study how these discourses have been used in the past and
present by elites and average citizens, including their key words, metaphors, rhetorical
styles, and unspoken assumptions. The focus of the class will be original research projects
examining the ways these discourses are used in discussions of politics and public policy.
C. Strauss. [not offered 2007-08]
Anth 77/Hist 77. Great Revolutions in Human History? The Agricultural and Industrial
Revolutions Compared. This seminar examines and compares the complex changes in
human existence known, respectively, as “the agricultural revolution” and the “industrial
revolution.” Topics include: (i) the received understanding of each of these “revolutions”
in “developmental” or “social evolutionary” terms; (ii) the environmental history of each;
(iii) how these two historical complexes have been framed as similar, despite divergences
in their forms and structures, in terms of independent invention, diffusion, and sustainability.
Prerequisite: Anth 21. Spring, D. Segal.
81. Media Discourse. What is the relation between discourse in the media and in
everyday life? This course will examine language use in print media, television, and
movies as ways of portraying fantasies, stereotypes, power, and both contested and
taken-for-granted cultural assumptions. C. Strauss. [not offered 2007-08]
86. Anthropology of Public Policy. Cultural assumptions help determine debates about
public policy, as well as what is not even considered a subject for debate. This course will
focus on the way past and current cultural assumptions have shaped policies in the United
States and other nations about the environment, abortion, welfare, immigration, and other issues.
C. Strauss. [not offered 2007-08]
88. China: Gender, Cosmology, and the State. This course examines the anthropological
literature on Chinese society. It will draw on ethnographic research conducted in the People’s
Republic of China. Particular attention will be paid to the genesis of historical and kinship
relations, gender, ritual, ethnicity, popular practice and state discourse since the revolution.
Spring, E. Chao.
ANTHROPOLOGY
89. The American Sixties. This course will examine the now much mythologized period
of American history known as “the sixties.” It will inevitably deal with the sordid history
of “sex, drugs, and rock ‘n’ roll,” as well as histories of revolting youth. But just as
importantly, the course will be driven by three theoretical questions. First, what is the
relationship between the political activism of bourgeois youth in the “the sixties” and
ritualized processes of social reproduction, experienced as the transition from
“childhood” to “adulthood”? Second, what is the relationship between the leftist politics
of “the sixties” and the historical 33333formation of professional managerial classes in
U.S. and world history? And third, how do singular events—such as the decade’s iconic
assassination of President John F. Kennedy—articulate with cultural schemas? Prereq:
Anth/Hist 21 or concurrent enrollment in Anth/Hist 21. D. Segal. [not offered 2007-08]
90. Schooling. This course examines the history of mass schooling, the undergraduate
curriculum, and professional education from the mid-19th through the end of the 20th
century. The course is primarily concerned with the relationship of schooling at all these
levels to the state, capitalism, and popular belief. The geographic focus will be on the
U.S., but comparisons will be made with schooling elsewhere, notably in Caribbean and
European societies. Prerequisite: Anth/Hist 21 or permission of instructor. Fall, D. Segal.
95. Folk Arts in Cultural Context. This course will investigate the nature of folk arts,
along with the roles of the folk artist in a variety of cultures. We will discuss various
media of folk expression such as ceramics, basketry, and textiles; many of these are made
by women, and gender issues will be central to discussion. The course will consider
traditional cultural controls over techniques and designs, as well as the impact of outside
influence such as tourist demands for “ethnic” arts. Enrollment is limited.
S. Miller. [not offered 2007-08]
99. China in the 21st Century. This class will examine China in the 21st Century.
Particular attention will be paid to the shift from communist to nationalist discourse;
labor unrest and the declining state sector economy; land seizures and rural protest;
generational differences and tensions; sex and gender; consumer culture; the rule of law;
popular ritual practice; and modernity. E. Chao. [not offered 2007-08]
101. Theory and Method in Archaeology. This course considers theoretical approaches in
archaeology and compares their assumptions, methods, and results. Problems of
interpreting archaeological data will be discussed. Students will have practical experience
with field methods of excavation and laboratory analysis of artifacts. Enrollment is limited.
Spring, S. Miller.
102. Museums and Material Culture. “Material culture consists of artifacts that represent
the behaviors of humans who create, utilize, value and discard things in culturally
significant ways. This course will investigate the cultural and individual meanings of
objects from several different groups. A major section of the course will focus on
museums: how they present cultural materials (and possibly misrepresent). In required
lab section meetings throughout the semester, students will cooperate to design and
mount an exhibition of early American material culture. S. Miller. [not offered 2007-08]
103. Museums: Behind the Glass. The focus of this course is on the museum as a cultural
institution. In the class we will consider why our society supports museums, and why we
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50 ANTHROPOLOGY
expect that a museum will conserve materials which are deemed of cultural value and
exhibit these for the education of the public. A significant part of each student’s
experience in the course will consist of a working internship in a nearby museum.
Fall, S. Miller.
105. Field Methods in Anthropology. An investigation of various methods used in the
study of culture, e.g., participant observation, key informant interviewing, linguistic
analysis. Students will learn techniques of both collecting and analyzing sociocultural
data and will carry out a range of research projects during the course of the semester.
Prerequisites: Anthropology 2. C. Strauss. [not offered 2007-08]
108. Kinship and Social Organization. How do cultures organize human reproduction
and integrate it into social life? Because of the universality of biological reproduction,
anthropology has used kinship to compare greatly diverse cultures and societies. Tracing
the history of anthropology’s concern with kinship, the course examines marriage
patterns, descent, and family structure in Western and non-Western societies. It also
considers emerging forms of kinship-involving new reproductive technologies and
lesbian and gay kinship ties-in a global perspective. Prerequisite: Anth 2 and Anth 21.
D. Segal. [not offered 2007-08]
110. Nature and Society in Amazonia. The course investigates the relations between
humans and the environment, focusing on the inter-play of social and natural Amazonian
worlds in material, political, cultural and economic terms. The course has ethnographic
and historical components: we will study different Amazonian groups and the ways their
lives connect to the forest and its beings; we will consider the history of the human
presence and the colonization of the Amazon to tease out the different roles that the
region has played in the political-economy and the imaginary of Western societies.
Spring, L. Martins.
111. Historical Archaeology. This course examines the goals and methods of historical
archaeology, as well as the archaeology of specific sites. Its focus is North America and
the interactions of European immigrants with Native Americans and peoples of African
and Asian ancestry. Archaeological data are used to challenge accepted interpretations
(based on written documents) of such sites as Monticello and the Little Bighorn Battlefield.
We will look at early Jamestown’s relationship with the Powhatan Indians, the lives of
Thomas Jefferson’s slaves, and other examples as seen through the archaeological evidence.
Spring, S. Miller.
117. Language and Power. What is power and how is it reflected in and created through
talk and writing? For example, who takes control of a conversation? Do women do more
conversational work than men? How do immigrants feel about non-native speakers using
their language? How are ideological differences reflected in the way “facts” are reported?
When is language discriminatory? We will examine the theories of Bourdieu, Bakhtin,
and Foucault through our own analyses of power dynamics in language use.
Fall, C. Strauss.
120. Studying Up: The Anthropology of Elites and Other Dominant Social Groups.
This course surveys ethnographic studies of elites and other dominant class groups,
bureaucracies, institutions, governmental and non-governmental organizations, etc.
ANTHROPOLOGY
Through lectures, discussion of readings, and individual ethnographic research projects,
students will explore the particular ethical, methodological,, theoretic, political, critical,
and moral dimensions of such work. Prerequisite: Anth 2 or permission of instructor.
J. Norvell. [not offered 2007-08]
CLAS 121. Classical Mythology. (See Classics 121) Spring, S. Glass.
124. Illness and Health: Anthropological Perspectives. This course provides an
introduction to the study of medical anthropology, with emphasis on the human rather
than the biological side of things. It examines medicine from a cross-cultural perspective,
focusing on the relationship between culture, health and illness in various contexts.
Students will learn how to analyze medical practice as cultural systems. The course also
looks at how Western medicine (bio-medicine) conceptualize disease, health, body, and
mind, and how they intersect with national and international organizations and processes.
Spring, L. Martins.
125. U.S. Social and Immigration Discourses. How do Americans arrive at their beliefs
about public policy? We will analyze interviews with diverse Americans (African
American, European, American, and Mexican American men and women from different
backgrounds) about such issues as national health insurance, welfare, and immigration.
What ideologies have affected the way Americans talk about these issues? How are
people’s views on these issues related to their personal identities? We’ll read the work of
other scholars on Americans’ social policies views, but our focus in this seminar will be
learning how to analyze what people say to uncover implicit and possibly conflicting
cultural assumptions, ideologies, and identities. Seminar, limited enrollment.
C. Strauss. [not offered 2007-08]
126. Gangs What are gangs? Who joins them and why? Why are they so violent? While
answers to these questions are often laden with political rhetoric, this class takes an ethnographic
and community-based approach to the study of gangs, positioning gang culture within the
complex social forces that necessitate alternative strategies for survival in urban arenas.
S. Phillips. [not offered 2007-08]
134. Colonial Societies. This seminar explores colonial societies through a small number
of case studies. Themes will include the mutual shaping of colonizers and colonized
peoples, the historical construction of identities of race, nationality and gender, and the
importance of colonialism in the history of the modern world. Students will participate in
research on archival materials. Prerequisite: History/Anthropology 21.
D. Segal. [not offered 2007-08]
Anth135/Envs 135. Plants and People. Plants play an important role in nearly all areas of
human activities and are the basis of human culture. Topics to be covered include plants
used for food, medicine, clothing, shelter and poisons, past and present uses of indigenous
and introduced plants by Native Americans, current uses of plants growing in California
and sustainable plant communities. Course activities include field trips, field identification,
and preparation and consumption of certain plants. Spring, S. Miller/M. Herrold-Menzies.
Envs 140. The Desert As a Place. (See Environmental Studies 140)
P. Faulstich. [not offered 2006-07]
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52 ANTHROPOLOGY
Envs 148. Ethnoecology. (See Environmental Studies 148). Spring, P. Faulstich.
151. Hidden Meanings of Speech. (formerly Methods of Discourse Analysis) How are
social ideologies and cultural meanings hidden in news stories, popular culture, and
everyday speech? This practicum focuses on methods for analyzing the values and beliefs
revealed in key words, sentence structures, topic ordering, and hedging, among other
details of talk and writing. C. Strauss. [not offered 2007-08]
153. History of Anthropological Theory. This course will provide a survey of the history
of anthropological theory and method through a combination of theoretical writings and
ethnographic monographs. It will examine how different historical moments and theories
of knowledge have informed anthropological objectives and projects. Close attention will
be paid to the changing content, form and sites addressed throughout the history of the
discipline. Prerequisite: Anthropology 1, 2, 3 and 21. Fall, D. Segal.
Clas 161. Greek Art and Archaeology. (See Classics 161) Fall, S. Glass.
164. North American Archaeology. This course will cover the evidence for early human
arrival in the Americas and subsequent cultural developments. Areas of emphasis will
include prehistoric big-game hunters of the plains, cliff-dwellers of the southwestern U.S.,
and the mound builders of the Mississippi River region. Enrollment is limited.
S. Miller. [not offered 2007-08]
168. Prehistoric Humans and Their Environments. The prehistoric development of
human cultures occurred in a variety of environmental contexts. How did these
environments shape the cultures? How did human cultures utilize and even try to control
their environments? In this course we will consider examples from around the world,
investigating the interaction of culture and environment in the prehistoric period.
S. Miller. [not offered 2007-08]
170. Seminar in Human Evolution. The course will investigate recent discoveries and
theories concerning our evolution. We will emphasize the interrelationships of environment
and behavior, anatomical structure and function, technological advance and social change.
We will focus particularly on the earliest African evidence, drawing on comparative materials
from Europe and Asia. Prerequisite: Anthropology 1, or equivalent. Enrollment is limited.
S. Miller. [not offered 2007-08]
178. Prisons: Theory, Ethnography, and Action. This seminar critically analyzes past and
present issues in juvenile detention, mass incarceration, and the prison-industrial
complex in the United States. Although the class is primarily focused on juvenile
detention, we familiarize ourselves with readings about the current state of our penal
system as a whole. This semester, the class will create and pilot a curriculum designed as
a rapid-fire, three-week literacy intervention. The class will consist of readings and
discussion, as well as planning curriculum development and implementation.
Spring, S. Phillips.

ART - STUDIO ART AND ART HISTORY
Pitzer Advisers: J. McCoy, K. Miller (Studio Art); S. Glass and B. Anthes (Art History)
In Studio Art, the relation of the artist-teacher to the students precludes the possibility of
overly specific course descriptions, other than general indications of media and level of
advancement. However, it is important to note that entry-level courses assume no prior
knowledge. First-year students are encouraged to enroll in these classes. Lower division
Studio Art courses focus on the development of individual ideas in the context of class
assignments. Additionally, but no less important is acquiring an understanding of tools,
materials and techniques for the successful manifestations of those ideas. The artistteacher
presents material from her/his experience, convictions, technical knowledge and
aesthetic sensibilities in the order and at the rate which, in her/his judgment will best
related to the needs of the class and the individual student. Classroom activities are
placed in the context of an historical perspective. Ample opportunity for dialogue among
the students and artist-teacher is encouraged. The advanced studio course offerings have
prerequisites, and as such, are oriented toward more complex problem-solving and
projects, both for the individual and for the group.
Requirements for the Major in Studio Art
A major in Studio Art requires 11 courses. This includes eight (8) Studio Art courses, two
(2) Art History courses, and Art 199, Senior Projects in Art. Students majoring in Studio
Art should work toward competence in three different media, with excellence in one.
Students are required to take a total of eight (8) courses involving no fewer than three
media. Since a broad knowledge of Art History will be essential, no less than two Art
History courses are required. This is especially important to the study of Art, as humans
have a 30,000 year history of recorded art making. As many of our art students go on to
graduate school in Art, it is essential they be knowledgeable and conversant in areas of
Art History. Students interested in pursuing a graduate-level degree in Studio Art are
encouraged to enroll in no less than four (4) Art History courses. This is the number of
undergraduate Art History classes required by most master of fine art programs at
graduate universities. Students are encouraged, through cooperation with Pomona and
Scripps Colleges to undertake additional courses, including Art History.
A solo exhibition in a major medium will be required as part of the coursework for Art
199. This course is taken in the last semester of the senior year, to complete the Studio Art
major. These exhibitions are one week in duration and involve the creation, installation,
and deinstallation of the artwork, preparation and restoration of gallery space, design,
production and distribution of announcements, along with a reception open to the Pitzer
community and the public. There are four exhibition spaces to accommodate this
important activity. The Salathe Gallery, located in the lower level of McConnell Center,
functions as a classroom lab and a gallery and is administered by members of the Art
faculty. The Nichols Gallery, located in Broad Center, is a spacious gallery that is able to
accommodate large-scale painting and sculpture as well as performance activity. The
ART
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Hinshaw Gallery, located in the Grove House, is administered by the Grove House
Committee and has accommodated numerous student exhibitions. The Circle Gallery,
located in the Gold Student Center, is a medium sized gallery that can accommodate freestanding
and pedestal sculpture, as well as two-dimensional work.
Minor in Studio Art requires 6 graded courses, 5 in Studio Art and 1 in Art History.
Combined Major in Studio Art requires 10 courses, which allows for a reduction of one
(1) studio art class in the major. Art students are encouraged to consider combined and
full majors with other disciplines. Recent combined and full majors include Art and
Environmental Studies, Art and Anthropology, Art and Media Studies, Art and Art
History, and Art and Psychology, among others.
Students in the Studio Art and Art History majors will be encouraged to enroll in no less
than one semester of study abroad, usually during the junior year. Such study may be
taken through one of Pitzer’s many study abroad programs. No honors program is
available in the Studio Art major.
Requirements for the Major in Art History
A major in Art History at Pitzer College invites students to understand the history of art
through interdisciplinary approaches, a global outlook, and an interest in ethnic and
gender diversity. Through the Five College Joint Art History Program, Pitzer College
cooperates with Pomona College and Scripps College in offering courses in the history of
African, Asian, European, and North American art. Course offerings are designed to
provide students with a broad grounding in the history of art, with attention to European
as well as non-European traditions, and to invite students to learn to analyze artworks in
their complex relations to cultural, historical, political, and philosophical/spiritual
contexts. Specialties of art history faculty in the Five colleges Joint Art History Program
include architecture and fresco painting in Italy; the art of Africa and of artists of African
descent in the Americas; the history of cities and gardens; issues of gender and the body
in Early Modern art; the social history of North American art, including Native American
traditions, from the 16th Century to the present, and contemporary art as a global discourse.
The major in Art History requires the successful completion of eleven courses:
•Introductory surveys, Arhi 51A or 51B; Arhi 51C
•One course in studio art
•Seven additional courses in Art History, including at least one course in non-
European art, and one seminar
•Senior seminar/thesis course: 191A, B
Exceptions to the requirements above must be approved by the student’s major adviser.
In addition, Art History majors must demonstrate reading knowledge of a foreign
language. All majors are encouraged to undertake coursework in classics, literature,
music, history, philosophy, and studio art as appropriate adjuncts to the Art History
Major. Students are strongly encouraged to apply for summer internships in museums,
galleries, restoration facilities, and art studios, and to explore the possibilities of study
abroad for their junior year.
Minor in Art History:
The minor in Art History requires the successful completion of six courses:
•Introductory surveys: Arhi 51A or 51B; Arhi 51C
•Four additional courses in Art History, including at least one course in non-
European art, and one seminar.
11. Fundamentals of Drawing. [formerly 2D Drawing] This class will focus on realism as
a basis for accurately perceiving shape, form, value and texture. The course will begin
with measuring techniques and perspective, address light and surface quality, and end
with portraiture. Students will experience a range of drawing media and practice
multiple techniques for applying value. Program fee: $40. Fall, J. McCoy.
12. Fundamentals of Painting. [Formerly Beginning Painting] This is a beginning oil
painting course with a focus on realistic painting. An understanding of painting realistically
will be developed through work on accurate color matching and attending to common
drawing problems. This course will introduce all basic oil techniques. Program fee: $40.
Fall, J. McCoy.
15. Pottery/The Vessel. An introductory studio course oriented toward exploring the
possibilities of the utilitarian and ceremonial vessel. Students will utilize a variety of
techniques, including the potter’s wheel and hand-building, along with basic glaze
formulation and application, and kiln firing to create unique, well thought-out pottery.
Enrollment is limited. Program fee: $40. Fall, R. Misanchuk.
16. Ceramic Sculpture. An introductory studio course utilizing clay (and its related
materials) as a sculptural medium. Hand-building techniques including pinching, coiling,
and slab work will be utilized. Creation of individual and group projects will focus on
problem solving, acquiring technical skills, and the development of ideas which express
personal and provocative themes. Enrollment is limited. Program fee: $40.
Spring, R. Misanchuk.
37. Environments, Arts and Action. A seminar and practicum dealing with diverse
aspects of the natural and human environments from the perspectives of the arts,
architecture, and environmental activism. “Environment” is defined here in the holistic
framework as being an organism. Arts to be considered will include
installation/performance art related to environmental issues and art using the
environment itself as a medium such as light/space sculpture. Visionary and vernacular
built forms will also be studied as these apply to human/environmental relationships.
Readings and projects serve to integrate theoretical, spiritual, historical, and practical
viewpoints. Enrollment is limited. Program fee: $40. Spring, K. Miller.
ART
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57. Mixed Media/Sculpture. A studio course in the use of mixed media techniques and
materials including but not limited to assemblage, sculpture, photography, and 3-D
structures. Emphasis on exploring the unique properties of materials and incorporating
diverse mediums to express personal and innovative development. Enrollment is limited.
Program fee: $40. Additional student expense approximately $40. Fall, K. Miller.
101. Further Work in Mixed Media. A studio course in mixed media/sculpture for the
student with some experience in three-dimensional art studio work. Projects are designed
to develop ideas, personal expression, and expertise using a variety of materials and techniques.
Prerequisite: college-level sculpture or Art 57. Enrollment is limited. Program fee: $40.
[not offered 2007-08]
103. Environments Workshop. A studio course concerned with art forms that either use
aspects of the environment itself as a medium and/or deal with environmental issues in a
primary manner. Diverse mediums will be employed to explore a broad spectrum of
possibilities existing under the rubric of environmental art. Students should be prepared
for a high degree of innovation and the possibility of collaborative projects. Prerequisites:
Beginning Drawing or equivalent. Enrollment is limited. Program fee: $40.
K. Miller. [not offered 2007-08]
111. Intermediate Painting. Using realism as a foundation, we will push toward
abstraction and explore the idea of unlimited space and mark making in painting. In
particular, it seeks to maintain a balance between the orchestration of visual and
syncopated energy in the exploration of mood, color, and texture in crafting images.
Program fee: $40. Fall, J. McCoy.
113.Drawing Workshop [formerly Further Work in Two-Dimensional Studio]. This
advanced course emphasizes contemporary drawing techniques and concepts. The aim of
the class is two-fold: to encourage experimentation and broaden your range of media and
ideas, and to help you define your own body of work. Program fee: $40. Spring, J. McCoy.
114. Figure Painting. This course will introduce painting from the model. The focus of
the course will be painting the figure realistically and will be combined with lectures on
anatomy and proportion. Emphasis will be placed on accurate color matching and
attention will be given to correcting common drawing problems. Program fee: $40.
Spring, J. McCoy.
117. Further Work in Ceramics. A class for students who have had two semesters in
ceramics (Art 15 and 16) and are ready for a more in-depth involvement. There will be
class and collaborative projects and more time for the student and instructor to discuss
ideas and advanced techniques on an individual basis. Prerequisite: Art 15 or 16. May be
repeated for credit. Enrollment is limited. Program fee: $40. Fall/Spring, R. Misanchuk.
120. Photography Studio. Black and white and color photography will be explored
through studio and fieldwork with the camera, darkroom exercises, and critiques. Field
trips and gallery visits. Equipment needed: 35 mm camera with lightmeter. Enrollment is
limited. Program fee: $40. Additional student expenses around $100. May be repeated for credit.
Fall, S. Cahill.
125. Digital Photography. An introduction to digital imaging as a fine arts medium. The
course will center on the use of the Photoshop (Macintosh) program. It will cover
scanning, manipulation and printing of images. Students are required to have basic
photographic camera and dark room skills, as imagery will be scanned from
photographs. Prerequisite: Art 120 or equivalent. Enrollment is limited. Program fee: $40.
Spring, S. Cahill.
131. Mixing It Up. Advanced Mixed Media and Ceramics. A studio course that utilizes
ceramic and mixed media materials. Emphasis will be placed on the design and
construction of well-crafted sculptural and functional objects. Projects may incorporate
the use of diverse materials including but not limited to clay, metal, wood, discarded
and/or recyclable objects. Class will utilize resources in both the East and West Studios.
Prerequisite: At least one college-level course in ceramics and in mixed media/sculpture
or permission of instructors. Program fee: $40.00. K. Miller. [not offered 2007-08]
135. Sculptural Objects Functional Art [SOFA]. A hands-on intermediate and advanced
sculpture course that deals with the hybridization of art, sculpture and furniture.
Students will explore the design ramifications of various styles that emerged during the
20th century including the Arts and Crafts Movement, Art Nouveau, Art Deco,
Modernism, Pop and Post-Modernism. Taking a sculptural approach to furniture making,
students will fabricate several well-crafted pieces of their own design, testing the
technical possibilities and limits of new, eccentric and/or recycled materials. Prerequisites:
Art 57 or equivalent. Program fee: $40. Spring, K. Miller.
Envs 144. Visual Ecology. [see Environmental Studies 144] Spring, P. Faulstich.
147. Community, Ecology, and Design. (Also Environmental Studies 147) This course is
geared toward envisioning and creating an ecological future. We study aspects of
community planning, architecture, urban design, and transportation in an exploration of
alternatives to current patterns of social living. Combining ecological design principles
and social concerns, this course offers environmental perspectives, concrete examples,
and practical experience for making our communities socially healthy and ecologically
benign. K. Miller/P. Faulstich. [not offered 2007-08]
189. Art Innovation and Exhibition. An upper level art studio course that explores the
visual language of contemporary artists, including performance-based work, installations,
exhibitions and conceptual approaches to art making. An experimental in-depth
individual or collaborative student project and exhibition will be required during the
semester. Recommended for students with some previous courses in studio art who are
motivated and self-directed. Jr/Sr majors only, others by permission. Program fee: $40. Fall, K. Miller.
199. Senior Projects in Art. A course in the design, development and installation of the senior
exhibition required for Studio Art majors. Entails consultation and advisery work with a relevant
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professor on the selection of the senior project, development of work for the project, and
presentation in the senior exhibition. Restricted to senior Studio Art majors. Program fee: $40. Spring,
K. Miller.
Art History Courses—Pitzer, Pomona, Scripps
Clas 161. Greek Art and Archaeology. (See Classics 161) Fall, S. Glass.
51A, B, C. Introduction to the History of Art. Asks how the visual cultures of past times
related to those of the present. Critically examines the modern notion of “Art.” Proceeds
chronologically and globally with examples from Europe, Africa, the Americas and Asia.
Course may be taken in any order. 51A: Prehistory through Ancient times in the
Mediterranean world. 51B: European Middle Ages. 51C: From ca, 1200 to the Present.
51A [not offered 2007-08], 51B, Fall, J. Emerick (Pomona); 51C, Fall, G. Gorse
(Pomona)/Spring, Staff.
52. Monuments of Asia. Survey of major monuments from Buddhist, Hindu and Islamic
Asia. Lectures focus on the artistic significance and social context of such religious sites
as Sanchi, Horyuji, Angkor Wat and the Taj Mahal. Spring, B. Coats (Scripps).
67 CH. Contemporary Chicano Art and Its Antecedents. Chicano art as an autonomous
offspring of Mexican art. The influence of Mexican muralists and other Mexican artists
depicting the dramatic changes brought by the revolution. Spring, P. Botello (Pomona).
130. Pre-Columbian Art of Meso-America. J. Cordova (Pomona). [not offered 2007-08]
132. Conquest, Colonialism, and the Visual Arts of Latin America. The art of Pre-
Columbian Latin America encompasses a myriad of objects, images, and monuments
made over thousands of years by distinct groups and cultures in North and South
America and the Caribbean. This course is designed to introduce you specifically to the
art, architecture, and cultures of Mesoamerica—a region that encompasses modern-day
Mexico, Guatemala, Belize, and parts of El Salvador. J. Cordova (Pomona).
[not offered 2007-08]
134. The Visual Culture of Latin America. This course examines Latin America’s visual
production, from pre-Hispanic times to the present. It is intended to equip students with
a broad frame of reference for many periods of art and to engender an understanding of
the cultural, political, religious, and social issues that give these objects meaning.
Fall, J. Cordova (Pomona).
135. Savages, Sages, and the Book in Pre-Columbian and Colonial Latin America. In
this course we will examine pre-Hispanic writing systems and learn how to “read”
central Mexican Divinatory and historical manuscripts. We will then consider the social,
cultural, and intellectual consequences that colonialism and the introduction of alphabetic
text had in the Americas. Spring, J. Cordova (Pomona).
137.Tradition and Transformation in Native North American Art. This course offers an
introductory survey of the visual and material culture of the Native peoples of North
America in terms of materials, technique, cultural, historical, and philosophical/spiritual
contexts. This class will also consider patterns of cultural contact and transformation, the
collecting of Native American art, Federal government Indian policy and education
institutions, and modern and contemporary Native American art and cultural activism.
Spring, B. Anthes.
139. Seminar: Topics in Native American Art History: Native American Painting.
Examines in-depth one or more themes or critical issues in Native American Art History,
or collection of artworks from a local collection or cultural center. Fall 2007 topic: Native
American Paintings, with particular focus on the Hartley Burr Alexander collection of
Plains and Pueblo watercolors in Denison Library Special Collections. Fall, B. Anthes.
140. Arts of Africa. A survey of African art and architecture exploring ethnic and cultural
diversity. Emphasis on the social, political, and religious dynamics that foster art
production at specific historical moments. Critical study of Western art historical
approaches and methods used to study Africa. Spring, P. Jackson (Pomona).
141A BK. Seminar: (Re)presenting Africa: Art, History and Film. The seminar centers on
post-colonial African films to examine (re)presentations of the people, arts, cultures and
socio-political histories of Africa and its Diaspora. Course critically examines the
cinematic themes, aesthetics, styles and schools of African and African Diasporic
filmmakers. Offered alternate years. P. Jackson (Pomona). [not offered 2007-08]
141B BK. Africana Cinema: Through the Documentary Lens. Course examines
documentary films and videos created by filmmakers from Africa and the African
Diaspora (United States, Britain and Caribbean). Topics include: history and aesthetics of
documentary filmmaking, documentary as art, the narrative documentary, docu-drama,
cinema verite, biography, autobiography and historical documentary. Offered alternate
years. P. Jackson (Pomona). [not offered 2007-08]
144B BK. Daughters of Africa: Art, Cinema, Theory, Love. Course examines visual arts
and cultural criticism produced by women from Africa and the African Diaspora (North
America, Caribbean & Europe). Students identify and analyze aesthetic values, key
represented themes, visual conventions, symbolic codes and stylistic approaches created
from feminism’s spirited love of Blackness, Africanness and justice. Complement to
BLCK144A. Prerequisite: Completion of one Asian American, Black Studies, Chicano
Studies or Gender and Women’s Studies course. Fall, P. Jackson (Pomona).
147. Topics in Media Theory 1. A close examination of theories of media analysis, with
an emphasis on the visual arts (painting, photography, film, video, installation art,
performance art, conceptual art, art museums). Topics change from year to year. Course
may be repeated for credit as topics vary. Prerequisite: one Media Studies or Art History
course. Same course as MS 147. Topic: The Original and the Copy: Authenticity, Imitation,
and Appropriate in Visual Culture. Mullens (Pomona). [not offered 2007-08]
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148. Theories of the Visual. This course examines theories for understanding
relationships between viewers and images through an exploration of the cultural,
political, and psychic mechanisms that accompany the act of looking. It engages these
issues through consideration of painting, photography, film, science, and public space.
Spring, J. Friedlander (Pomona).
150. Chinese Art. Survey of artistic traditions from Neolithic to Modern times.
Architecture, sculpture, painting, calligraphy, ceramics and metal work in their cultural
contexts. B. Coats (Scripps) [not offered 2007-08]
151. The Arts of Japan. The development of Japanese art and civilization from the
Prehistoric through the Meiji periods. Major art forms examined in their cultural context.
Fall, B. Coats (Scripps).
152. Arts of Late Imperial China. Ming and Qing Dynasty arts and literature will be
examined with special attention to literati and imperial court tastes. Student will help
prepare an exhibition using Chinese art objects from the Scripps College collections.
B. Coats (Scripps). [not offered 2007-08]
154. Seminar: Japanese Prints. Treats the subject matter and production techniques of
Japanese prints. Examines woodblock printing in Japan from 1600 to the present using
the Scripps College collection of Japanese prints. B. Coats (Scripps) [not offered 2007-08]
155. The History of Gardens, East and West. From sacred groves to national parks, this
survey focuses on the functions and meanings of gardens, on the techniques of landscape
architecture, and on the social significance or major parks and gardens in Asia, Europe
and North America. Prerequisite: 51A,B,C, or 52. B. Coats (Scripps). [not offered 2007-08]
159. History of Art History. Theories of art history in Modern times, from Hegel to
Schnaase, Semper, Riegl and Wolfflin, to Warburg and Panofsky, and to the Frankfurt
School (Benjamin and Adorno), Postmodern challenges to traditional art historiography.
Not open to first-year students. Spring, J. Emerick (Pomona).
Clas 161. Greek Art and Archaeology. [See Classics 161]. Fall, S. Glass.
163. Hellenistic and Roman Art. Treats art in the Ancient Mediterranean from the end of
the Periclean era in Athens (ca. 430 BC) to the reign of Augustus Caesar (27 BC-AD 14) in
Rome. Asks how the public art of the Ancient Greeks and Romans incorporated the
world views of its users. Charts the shifting meanings of standard forms or symbols over
time and place. Fall, J. Emerick (Pomona).
165. Holy Men, Holy Women, Relics and Icons. Art from the reign of Constantine (313-
337) to the end of the Carolingian empire (9thcentury). Treats the classical world in its
Christian phase, and its slow transformation under the pressure of invading Germans
and Arabs. Spring, J. Emerick (Pomona)
168. Tyrants and Communes in Italy. Art of the new mendicant orders, the Dominicans
and Franciscans, in central- and north-Italian communes of the later 13th and 14th
centuries. Focuses mainly on painting in Tuscany and Umbria—in Florence, Siena and
Assisi. J. Emerick (Pomona). [not offered 2007-08]
170. The Early Renaissance of Italy. Painting, sculpture and architecture in 15 th -century
Italy. Emphasis on Florence and the princely courts as artistic center of the new style.
Artist and major works considered in their historical context. G. Gorse (Pomona).
[not offered 2007-08]
171. High Renaissance and Mannerism in Italy. Art and architecture in Florence, Rome
and Venice during the 16th century. The invention of the High Renaissance style by
Bramante, Leonardo, Michelangelo, Raphael, Giogione and Titian. Major works of the
post-High Renaissance masters. The interaction of artists and patrons in historical
context. G. Gorse (Pomona). [not offered 2007-08]
172. Northern Renaissance Art. Painting, sculpture and architecture in northern Europe
in the 15th and 16th centuries. Developments in painting emphasized; special attention to
the Low Countries and Germany. G. Gorse (Pomona). [not offered 2007-08]
174. Italian Baroque Art. Painting, sculpture and architecture in Italy, 1600-1750. Rome
and the development of the Baroque style in the works of Caravaggio, the Caracci,
Gentileschi, Bernini, Borromini and Pietro da Cortona. Church and social history as
background. G. Gorse (Pomona). [not offered 2007-08]
177. Eighteenth-Century European Arts. The European Enlightenment will be explored,
with a focus on the visual and performing arts, and with concern for the popularization
of the arts through public displays and performances. Field trips to see original 18 th -
century works are planned. G. Gorse (Pomona). [not offered 2007-08]
178BK. Black Aesthetics and the Politics of (Re)presentation. Survey of the visual arts
produced by people of African descent in the U.S. from the colonial era to the present.
Emphasis on Black artists’ changing relationship to African arts and cultures. Examines
the emergence of an oppositional aesthetic tradition that interrogates visual constructions
of “blackness” and “whiteness,” gender and sexuality as a means of revisioning
representational practices. P. Jackson (Pomona). [not offered 2007-08]
180. Seminar: Early 20th Century European Avant-Gardes. Examines major movements
of early 20 th -century European art, including cubism, dada, surrealism, futurism,
constructivism and productivism, to explore how the avant-garde irrevocably altered
traditional ideas of the definition and function of art. Prerequisite: one upper-division art
history course. J. Koss (Scripps) [not offered 2007-08]
181. Art Since 1945. Painting, sculpture, non-traditional art forms from Abstract
Expressionism to the present, emphasizing American art. Major artists (Pollock, Rothko,
Warhol, Stella), movements (Pop, Minimalism, Conceptual Art, Photorealism, Neo-
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Expressionism), and the relationship between art history and recent art criticism. Not
open to first-year students. Prerequisite: one previous art history course.
Spring, Staff (Scripps).
182. From Colony to Nation State: A Social History of North American Art. A
comparative analysis of artistic production in Canada, the U.S. and Mexico from colonial
times to 1900. Emphasis on issues of race, class and gender and on the role of the visual
arts in the formation of national identities, cultures and myths. Includes the work of both
Native Americans and Euro-Americans. F. Pohl (Pomona) [not offered 2007-08]
183. Art Since 1960. This class provides an overview of significant issues and movements
in art since 1960. Focus is on the development of the global contemporary world.
Mainstream and alternative movements in the United States and Western Europe will be
discussed, with comparisons to emerging contemporary art centers. Fall, B. Anthes.
184. Modernism, Antimodernism, Postmodernism: A Social History of North American
Art. A comparative analysis of artistic production in Canada, the U.S. and Mexico in the
20 th - and 21 st centuries. Examines issues of race, class, gender, sexuality and the
relationships between artistic theories and practices, economic developments, and social
and political movements (e.g., the Mexican Revolution, the Depression, the Women’s
Movement). F. Pohl (Pomona). [not offered 2007-08]
185. History of Photography. This course is a survey of the complex interactions among
photographers, subjects, the pictures they made and their audiences, past and present.
Through an approach grounded in political, social and economic history, as well as the
literature, arts and intellectual battles of the period, we consider the myriad roles of the
photograph as document, aesthetic expression, commercial production and personal record.
Spring, Rael (Scripps).
186A. Theories of Contemporary Art. Based on close readings of key writings by artists,
critics, curators, and scholars, this discussion-based seminar focuses on the evolving
aesthetic, social-political, and theoretical discourses that have informed the art world
since World War II. Topics to be addressed include modernism, postmodernism, mass
media, feminism and gender theory, censorship, notions of identity, multiculturalism,
post-colonialism, and globalization. Prerequisite: a previous course in art history.
Prerequisite: Spring, B. Anthes.
186B. Seminar: Topics in Contemporary Art: James Turrell and Contemporary
Site-Specific Art. Examines in-depth one or more themes or critical issues in
Contemporary Art History or collection of artworks from a local collection. Fall 2007
topic: James Turrell and Contemporary Site-Specific Art, focusing on the history of sitespecific
sculpture since the 1960s, and on the Turrell ‘skyspace’ at Pomona College. Jr./Sr.
Art or Art History majors only. Fall, B. Anthes (Pitzer)/K. Howe (Pomona).
186C. Seminar: Chinese/Asian Textiles. Designed as a “hands-on” experience with
interpreting works of Asian art through investigative research and educational
presentation. The topics of this seminar will change, but the focus will be on art works.
Fall, B. Coats (Scripps).
186F. Seminar: Topics in North American Art. Intensive investigation of a variety of
topics relating to the production and reception of art in Canada, the United States and
Mexico. Topic: Representing Indigenous Cultures. F. Pohl (Pomona). [not offered 2007-08]
186G. Gendering the Renaissance. Takes up historian Joan Kelly’s challenge, “Did
women have a Renaissance?” Expands the question to cultural constructs of the male and
female body, sexuality, identity, homosexuality and lesbianism, and their implications for
the visual arts, literature, and the history of early modern Europe (14th-17th centuries).
Fall, G. Gorse (Pomona).
186K. Seminar in Modern Art. Examines in-depth one theme or set of themes in 19th
and 20th century art and related fields. Topics change from year to year. Prerequisite: one
upper-division Art History course. Fall/Spring, Staff (Scripps).
186L BK. Critical Race Theory, Representation & the Rule of Law. Examines the role of
law in constructing and maintaining racialized, gendered and classed disparities of
justice, as well as the intellectual, aesthetic, scientific and political convergences of critical
jurisprudence with representational practices in African Diasporic visual arts.
Prerequisites: Completion of one of the Black Studies, Asian American Studies, Chicano
Studies or Gender & Women’s Studies courses. Spring, P. Jackson (Pomona).
186M. Seminar in 20th-Century Art—Dada and Surrealism. Seminar will examine one
movement, artist or other selected topic within the art of the 20th century. Open to juniors
and seniors. Topic changes each year. Fall, M. MacNaughton (Scripps).
186R. Manet, Degas, Cezanne. Examines three formative figures of modern art in their
social and aesthetic contexts. Some attention to popular imagery, photography, women
painters, academic artists, pornography, literary parallels. Museum visits. Not open to
first-year students. (Pomona). [not offered 2007-08]
186T. Art and Time. Technological developments over the past 200 years have altered
relations between art and time. How has moving from painting to lithography,
photography, film and digital media influenced the creation of art and its relation to
beholders? Considering North America and Europe since 1800, we explore relations
between still and moving images, and ask how artists manipulate our experience of time.
Alongside mainstream forms, we examine wax museums, natural history dioramas,
stereographs, tableau vivants, MTV. The seminar constitutes a brief history of making and
looking at images. (Pomona). [not offered 2007-08]
186W BK. Whiteness: Race, Sex and Representation. An interdisciplinary interrogation
of linguistics, conceptual and practical solipsisms that contribute to the construction and
normalization of whiteness in aesthetics, art, visual, culture, film and mass media. Course
questions dialectics of “Blackness” and “Whiteness” that dominate Western intellectual
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thought and popular culture, thereby informing historical and contemporary notions and
representations of race, gender, sexuality and class. P. Jackson (Pomona) [not offered 2007-08]
186Y. WMDs: Cinema Against War, Imperialism and Corporate Power. Documentary
films [weapons for mind decolonization) by human rights advocates offer critical
narratives effectively silenced by the blare of commercial mass media and post-9/11
nationalism. This study of visual culture and representational theories is for global
villagers eager to raise their historical awareness, deconstruct the rhetoric of power elites,
debunk the conceits of imperialism, and dismantle the deceits of transnational
corporations. Course promotes active spectatorship, courage as the antidote to fear, and
anti-war activism (see: http:costofwar.com/index.html). Fall, P. Jackson (Pomona).
188. Representing the Metropolis. Concentrating on the visual arts and incorporating
film and literature, this seminar examines selected 10th-century representations of cities
such as Vienna, Paris, London, Moscow, Berlin, New York and Los Angeles. Explores the
cultural and political configuration of the metropolis as modern, cosmopolitan and urban.
Spring, Staff (Scripps)
189. Modernism 1840-1940. Beginning with Courbet and ending with surrealism, this
course surveys European art between 1840 and 1940 with particular emphasis on the
relationship between modernism and mass culture. Fall, Staff (Scripps).
191A,B. Senior Thesis. Students meet weekly in the fall semester for guidance on the
researching and writing of the senior thesis, an original investigation of a topic in art
history, to be completed in the spring. Students also meet with their thesis readers
throughout the fall and spring semesters. Graded separately (half-course credit each).
191A-Fall, G. Gorse.
198. Summer Reading and Research. Prerequisite: permission of instructor. Course of
half-course. Staff (Pomona).
99/199. Reading and Research. Prerequisite: permission of instructor. 99, lower-level; 199,
advanced work. Course or half-course. May be repeated. Fall/Spring, Staff (Pomona).
[Summer Reading and Research taken as 98/198]
ASIAN AMERICAN STUDIES
ASIAN AMERICAN STUDIES
The Intercollegiate Department of Asian American Studies (IDAAS) of the Claremont
Colleges offers a rigorous, multidisciplinary major that emphasizes social justice, critical
thinking, and innovative analysis of the history, society, and cultural production of Asians
in the United States, within both multiracial American and transnational contexts. The
curriculum provides students with a comprehensive grounding in a range of thematic,
theoretical, and methodological approaches within Asian American Studies. The major
integrates theory and practice through community work, and sustained and focused
inquiry in the senior project or thesis. In consultation with an IDAAS adviser, students
take core interdisciplinary courses in Asian American Studies and select appropriate
courses in a range of disciplines throughout the five colleges.
Pitzer Advisers: M-Y. Ma, J. Parker, L. Yamane, K. Yep,
Requirements for the Major
Eleven graded courses are required for the major.
1. Six core courses:
• Asian American History (Hist 125 CM)
• Asian American Contemporary Issues (Asam 150 PZ)
• Communities course: approved field work in an Asian American community or
internship with a Asian American community-based organization (Asam 90 PZ)
• Theory and Methods in Asian American Studies (Asam 115 PZ)
• Senior Seminar (ASAM 190a PZ)
• Senior Thesis or Project: independent work with senior thesis/project adviser
(Asam 190b PZ)
2. Breadth requirements and electives:
Five courses in addition to the core courses listed above. These courses should be
selected in consultation with the IDAAS major adviser, and they must fulfill all the
following requirements. Core courses above may not be used to fulfill any breadth
requirements, but all other courses may fulfill two or more requirements. For
example, a single non-core course might simultaneously fulfill the requirements for
social sciences, gender and sexuality, and Asia and migration. If courses are used to
fulfill multiple requirements, students must take additional IDAAS courses to
make a total of eleven courses for the major. Consult list of approved courses for
each requirement.
• At least one IDAAS social sciences course
• At least one IDAAS humanities course
• At least one IDAAS gender and sexuality course
• At least one approved non-Asian American ethnic studies course: e.g.
comparative ethnic studies course, Black Studies course, Chicano Studies course
• At least one approved course related to Asia and migration, globalization,
and/or imperialism
Asian language courses and Asam 197 SC are strongly recommended but not required.
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Minor in Asian American Studies
The minor in Asian American Studies requires six graded courses:
• Asian American History (Hist 125 CM)
• Asian American Contemporary Issues (Asam 150 PZ)
• Communities course: approved field work in an Asian American community or
internship with a Asian American community-based organization (Asam 90 PZ)
• Three additional IDAAS courses
IDAAS Core Courses
Asam 90. Asian American and Multiracial Community Studies. Introduces students to
studying and working in Asian American and interracial communities. Issues to be
addressed in the course include field research and community organizing; major issues in
Asian American communities; nation-centered organizing; and interracial coalitionbuilding.
A major project for this course will be a community-based internship or other
community research project. Occasional all-day site visits will take place on Fridays.
Prerequisites: Any one of the following courses, Hist 125 or Asam 150, or permission of
the instructor. [next offered 2008-09] S. Suh (Scripps)
Asam 115. Theory and Methods in Asian American Studies. This course identifies
theoretical and methodological tools which distinguish Asian American Studies as a field
of investigation. Asian American Studies not only documents the experience of Asian
Americans and Pacific Islanders but also provides an approach to theorize, analyze,
teach, community-build, and research. Spring, K. Yep.
Asam 150. Contemporary Asian American Issues. Survey of contemporary empirical
studies focusing on Asian American experiences in the U.S. and globally; major themes
include race, class, gender, sexuality, marriage/family, education, consumption,
childhoods, aging, demography, and the rise of transmigration. Readings and other
course materials will primarily focus on the period since 1965. Spring, H. Thai. (Pomona)
Asam 190a. Asian American Studies Senior Seminar: Applications, Analysis, and
Future Directions. This is the capstone seminar for senior Asian American Studies
majors (minors optional). The seminar is designed to bring seniors together to discuss
and assess their understanding of Asian American Studies practice and theory at the
Claremont Colleges and beyond. We will engage in minor research activities, read &
analyze provocative books and articles, and revisit key issues & controversies.
Fall, S. Goto.
Asam 190b. Asian American Studies Senior Thesis. Students will work with one or
more faculty on original thesis research toward completion of senior thesis. One-half or
full course credit. Fall/Spring, Staff.
Hist 125. Introduction to Asian American History, 1850-Present: Survey course examines
journeys of Asian immigrant groups (and subsequent American-born generations) as they
have settled and adjusted to life in the United States since 1850. Address issues such as
the formation of ethnic communities, labor, role of the state, race relations, and American
culture and identity. Fall, D. Yoo. (CMC)
IDAAS Elective Courses
ASIAN AMERICAN STUDIES
Asam 134. South Asian American Experiences. This course looks at the historical,
cultural, social, and political issues which confront the South Asian American community
today. Issues such as citizenship and transnational experiences, minoritization, economic
opportunity, cultural and religious maintenance and adaptation, changes in family
structure, gender roles, and generational shifts are explored. Elective category to be
designated by chair when course is offered. Staff. [not offered 2007-08]
Asam 135. Filipino American Experiences. Examines the interplay of historical, social,
political, and cultural factors that have and continue to influence the Filipino American
experience in the U.S. Filipino Americans’ experience, differences and similarities with
other Asian American an ethnic/racial minority groups will also be examined. Elective
category to be designated by chair when the course is offered. Staff. [not offered in 2007-08]
ASAM Social Sciences Courses
Asam 82/Lgcs 82. Race, Ethnicity and the Politics of Teaching. This class examines how
race and ethnicity are constructed in schooling from sociological, linguistic, and ethnic
studies standpoints. Specifically, we will discuss how race and ethnicity are constructed
in schooling and ways teachers/educators may refine their pedagogies in relation to race
and ethnicity. Students will do a research project. Fall, C. Fought/K. Yep.
Soc 84 AA. Nonviolent Social Change. Asian American Studies emerged out of the
longest student strike in the history of the United States. The third world liberation front
used nonviolent social protest to call for educational relevance and greater access to
higher education. This class takes a comparative racial approach to examine the history,
philosophy and practice of nonviolent social change. Linking the local and global, this
course draws from case studies in the India, South Africa, Chile, Poland, United States
and Vietnam. Fall, K. Yep.
Poli 127AA. Politics and Public Policy of Asian Communities in the United States. This
course examines the intersection between Asian Americans and the politics of race and
ethnicity. Central to the course is the claim that understanding race is critical to
understanding American politics and that any sophisticated analysis of race must include
the role of Asians in America. Spring, T. Kim. (Scripps)
Psyc 153AA. Introduction to Asian American Psychology. Introduces students to the
salient psychological issues of Asian Americans. Taking into account the social, cultural,
and historical context of the Asian American experience, this course addresses values and
cultural conflict development, acculturation, marriage and gender roles, vocational
development, psychopathology, and delivery of mental health services. Fall, S. Goto.
(Pomona) and W. Hwang (CMC).
Psyc 173AA. Asian American Mental Health. (See Psychology 173AA).
R. Tsujimoto. [not offered 2007-08]
Psyc 180LAA. Seminar in Collectivism, Individualism and Asian American
Psychology. This course emphasizes on critical evaluation of recent theoretical and
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empirical literature on individualism and collectivism as it pertains to cross-cultural,
ethnic minority, and Asian American psychology. Laboratory includes training in the use
of multi-method, cross-cultural techniques to study Asian American populations; original
data collected, analyzed, and presented. S. Goto. (Pomona). [not offered 2007-08]
Psyc 180RAA. Intergroup Relations: Contact, Conflict, and Peace. Explores the
theoretical and methodological literatures of psychology, and ethnic studies to
understand the relationships across groups as defined by race, ethnicity, nation, and
experimental design. Topics include but are not limited to stereotypes, prejudice,
discrimination, intergroup contact. S. Goto (Pomona). [not offered 2007-08]
Soc 147AA. Asian Americans and the Sociology of Sport. Rather than a leisure activity
free of politics, sport is a contested political site. From Ichiro Suzuki to Chinese American
women basketball players in the 1930s, this upper-division seminar uses Asian Americans
and the topic of sport in order to examine the political role of culture in society and
explore social processes such as the intersections of gender, race, and socio-economic
class. Prerequisite: One Asian American or Ethnic Studies course. Fall, K. Yep.
ASAM Humanities Courses
Engl 160AA. Asian American Literature and Cultural Criticism. Introduction to Asian
American literary and cultural studies. Topics of discussion include canon formation, the
dialectic between history and literary form, Asian Americans and U.S. racial order,
national and panethnic identities, Asian American literature and American literary
studies. Gender and class analyses will be sustained throughout our discussions.
Spring, S. Suh (Scripps).
Engl 160SC. Transnational American Literature. This course will introduce the emerging
field of postcolonial studies through the study of American literary texts. Postcolonial
studies is generally understood to be the examination of the legacies of colonialism and
the challenges of decolonization in contemporary “Third World” societies. Yet the United
States is itself both a former colony and colonial power. Globalization continues to draw
Third World peoples and cultures to America, even as it extends the reach of American
cultural, political, and economic influence. This course will place 20th-century American
literary texts and postcolonial theory into conversation with each other, with an emphasis
on the inter-articulation of race, nation, state and gender. We will read Native American,
Chicana/o, African American, and Asian American texts as well as theoretical and other
material. S. Suh (Scripps). [not offered 2007-08]
Engl 188aAA. Race and Nation in Asian American Literature. This course will examine
representations of race and nation in Asian American literary texts. Central to our
investigation will be analyses of gender, genre, the state, family, history and memory, and
national and transnational identities. Readings of the literature will be supplemented by
theory and criticism. Spring, S. Suh (Scripps)
IIS 110. (Mis)Representations of Near East and Far East. (See International Intercultural
Studies 110) Spring, J. Parker.
ASIAN AMERICAN STUDIES
JPNT 178. Japanese and Japanese American Autobiography. The tradition of the native
Japanese literary diary (nikki bungaku), modern Japanese autobiography and
autobiographical writings, and Japanese American diary/autobiography, emphasizing
works by women. Readings in literary criticism on autobiography in general and
women’s autobiography in particular. L. Miyake (Pomona). [not offered 2007-08]
MUS 126. Music in East Asian and its American Diasporas. This course introduces the
“traditional” music of China, Korea, and Japan and explores the ways in which
traditional performing arts have been transformed, adapted, and given new meanings in
these modern nation-states and the East Asian diasporic communities of the United
States. A survey of these musical traditions will be followed by a closer study of
pungmul, kabuki, taiko, Chinese opera, and pansori. Y. Kang (Scripps) [not offered 2007-08]
ASAM Gender and Sexuality Courses
Asam 160. Asian American Women’s Experiences. This course is an interdisciplinary
examination of Asian and Pacific Islander American women. It will examine the history
and experiences of Asian American women in the United States. The class will include
both lecture and discussion and will cover various issues, such as gender roles, mass
media stereotypes, Asian women’s feminism, and the impact of sexism and racism on the
lives of Asian American women through education, work, and home life. Spring, Staff.
IIS 110. (Mis)Representations of Near East and Far East. (see IIS 110). Spring, J. Parker
JPNT 178. Japanese and Japanese American Autobiography. L. Miyake (Pomona).
[not offered 2007-08]
MS 80. Video and Diversity. (See Media Studies 80). M-Y. Ma. [not offered 2007-09]
MS 100. Asian Americans in Media: A Historical Survey. [See Media Studies 100]
Fall, M-Y. Ma.
Soc 147AA. Asian Americans and the Sociology of Sport. [see Sociology 147AA]
Fall, K. Yep
Comparative Ethnic Studies Course (Comparative ethnic studies course as approved by
your adviser or cross-listed in IDBS, or IDCS)
Asam 82. Race, Ethnicity, and the Politics of Teaching. Fall, K. Yep.
Soc 84AA. Nonviolent Social Change. Fall, K. Yep.
Engl 160. Transnational American Literature. S. Suh (Scripps). [not offered in 2007-08]
MS 80. Video and Diversity. M-Y, Ma. [not offered in 2007-08]
Psyc 151CH. Issues in the Psychology of Multicultural Education. This course examines
educational theory, research and practice as it relates to the experience of Chicanos and
other Ethnic and linguistic minorities. Consideration of selected psychological processes
that potentially explain the scholastic performance of these groups. Discussion of case
71

72 ASIAN AMERICAN STUDIES
studies describing the relevance of multicultural education. R. Buriel. (Pomona)
Courses related to Asia and Migration, Globalization and/or Imperialism
Engl 160. Transnational American Literature., S. Suh (Scripps). [not offered in 2007-08]
Hist 128. Immigration and Ethnicity in America. A study of the experiences of different
ethnic groups in the U.S. from the colonial period to the present, which addresses the
meanings of cultural diversity in American History, Fall, H. Barron (HMC)
Soc 126AA. Immigration and the Second Generation. Analysis of post-1965 children of
immigrants, and/or immigrant children in Asia America. Examination of diverse
childhood experiences, including 'brain drain' children, 'parachute' and 'transnational'
children, and 'refugee' children. Emphasis on gender, class, ethnicity, intergenerational
relations, education, sexuality, popular culture, and globalization. Fall, H. Thai (Pomona).
Soc 142BK. Transatlantic Black and Asian Experience. (See Sociology 142)
Spring, D. Basu.
BLACK STUDIES
BLACK STUDIES
The Intercollegiate Department of Black Studies (IDBS) offers a multidisciplinary
curriculum that examines the experiences of African, African American, and Caribbean
people from the liberal arts perspective. The Black Studies curriculum helps to unify an
important area of intellectual investigation, and enhances appreciation of particular
disciplines in the humanities and the social sciences. Courses accommodate the needs of
majors and non-majors, providing significant preparation for careers in education, social
work, public policy, law, medicine, business, international relations, and advanced research.
Pitzer Advisers: D. Basu, H. Fairchild, L. Harris.
Requirements for the Major
Major requirements ensure that students are thoroughly exposed to the broad range of
research and scholarship in the subject area. Black Studies majors must complete at least
10 courses chosen from the following list, plus a senior exercise (project, thesis, or
comprehensive examination). While six of these courses are expected to be at the upperdivision
level, credit will be given where appropriate to courses numbered lower than
100. Some flexibility is allowed in the selection and distribution of courses; however, ID
10BK and the Senior Exercise are required for all students.
• ID10BK. Introduction to Black Studies; one course.
• Literature (African, African American, or Caribbean); two courses.
• History (African, African American, or Caribbean); two courses.
• Social Science (e.g., Politics, Psychology, or Sociology); two courses.
• Interdisciplinary (e.g., ID 50BK, Caribbean Society and Culture; or ID 60BK,
Politics of Race); one course.
• Art, Music, or Religion; two courses.
• Senior Exercise in Black Studies.
Upon approval by the department, substitutions in the major requirements can be
adjusted to respond to an individual student’s interests and needs.
Students majoring in Black Studies are strongly encouraged to spend a semester or a year
abroad, preferably in countries in Africa or the Caribbean.
Minor: Students are required to complete 6 letter-graded courses in Black Studies, one of
which must be ID10- Introduction to Black Studies, and 5 courses that represent at least 3
disciplines. The preferred minor in Black Studies should reflect the Department’s global
perspective of Africa and its Diaspora.
Art and Art History
Arhi 140BK. The Arts of Africa. Survey of African art and architecture exploring ethnic
and cultural diversity. Emphasis on the social, political, and religious dynamics that
foster art production at specific historical moments in West, Central, and North Africa.
Critical study of Western art historical approaches and methods used to study African
arts. Spring, P. Jackson (Pomona).
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74 BLACK STUDIES
141A BK. Seminar: (Re)presenting Africa: Art, History, and Film. Seminar centers on
post-colonial African films to examine (re)presentations of people, arts, cultures, and
socio-political histories of Africa and its Diaspora. Course critically examines the
cinematic themes, aesthetics, styles, and schools of African and African Diaspora
filmmakers. P. Jackson. (Pomona) [not offered 2007-08]]
141B BK. Seminar: Africana Cinema Through the Documentary Lens. This course
examines documentary films and videos created by filmmakers from Africa and African
Diaspora in the United States, Britain, and the Caribbean. Topics include: history and
aesthetics of documentary filmmaking, documentary as an art, the narrative
documentary, docu-drama, cinema verite, biography, autobiography, and historical
documentary. P. Jackson. (Pomona). [not offered 2007-08]
144A BK. Black Women Feminism(s) and Social Change. Introduction to the theoretical
and practical contributions of African American feminists who maintain that issues of
race, gender, sexuality and social class are central, rather than peripheral, to any history,
analysis, assessment or strategy for bringing about change in the United States. P.
Jackson. (Pomona). [not offered 2007-08]
144BBK. Daughters of Africa: Art, Cinema, Theory, & Love. Course examines visual arts
and cultural criticism produced by women from Africa and the African Diaspora [North
American, Caribbean, & Europe]. Students identify and analyze aesthetic values, key
representational themes, visual conventions, symbolic codes, and stylistic approaches
created from feminism’s love of Blackness, Africaness, and justice. Complement to Black
Women Feminism(s) and Social Change (144ABK). Fall, P. Jackson.
178BK. Black Aesthetics and the Politics of (Re)presentation. Survey of the visual arts
produced by people of African descent in the U.S.A., from the colonial era to the present.
Emphasis of Black artists and changing relationship to African arts and cultures.
Examines the emergence of an oppositional aesthetic tradition that interrogates visual
constructions of “blackness” and “whiteness,” gender and sexuality as a means of revisioning
representational practices. P. Jackson (Pomona). [not offered 2007-08]
186L BK. Critical Race Theory Representations & Law. Critical Race Theory (CRT) and
Critical Race Feminism (CRF) examine the role of law in constructing and maintaining
racialized, gendered, and classed disparities of justice. Course examines the intellectual,
aesthetic, and political convergences of critical jurisprudence with representational
practices in the visual arts. P. Jackson (Pomona) [not offered 2007-08]
186W BK. Whiteness: Race, Sex and Representation. An interdisciplinary interrogation
of linguistic, conceptual and practical solipsisms that contributed to the construction and
normalization of whiteness in aesthetics, art, visual culture, film and mass media. Course
questions the dialectics of “Blackness” and “Whiteness” that dominate in Western
intellectual thought and popular culture, thereby informing historical and contemporary
notions and representations of race, gender, sexuality and class.
P. Jackson. (Pomona) [not offered 2007-08]
Economics
BLACK STUDIES
116. Race and the U.S. Economy. Examination of impact of race on economic status from
Jim Crow to present; historic patterns of occupational and residential segregation; trends
in racial inequality in income and wealth; economic theories of discrimination; and
strategies for economic development. C. Conrad. (Pomona). [not offered 2007-08]
English and World Literature
12b BK. Introduction to African American Literature. (See English and World Literature
12bBK) Spring, L. Harris.
117BK. Novel and Cinema in Africa and the West Indies. Examination of works by
writers and filmmakers from French-speaking countries of Africa (Senegal, Cameroon
and Burkina Faso) and the Caribbean (Martinique, Guadeloupe, and Haiti). Special
emphasis will be placed on questions of identity, the impact of colonialism, social and
cultural values, as well as the nature of aesthetic creation. Prerequisite: French 44 or
equivalent. M-D. Shelton. (CMC) [not offered 2007-08]
125c BK. Introduction to African American Literature: In the African-Atlantic
Tradition. Survey of 18th and 19th century Black Atlantic literary production, including
oral and song texts, slave and emancipation narratives, autobiographical writing, early
novels and poetry, with attention to cultural and political contexts, representations of
race, gender and class, cultural political contexts, aesthetics of resistance, and Africancentered
literary constructions and criticisms. Fall, V. Thomas (Pomona)
126BK. 20th-Century Black Poetics. This course explores major figures and forms in
black American poetry from the Harlem Renaissance to the present. Topics will include
vernacular versus “standard” English; the influence of the blues, hip hop, and other black
musical forms; poetry as protest; the spoken word movement; and the representation of
racial identity in verse. Special consideration will be given to the poetry of Jean Toomer,
Langston Hughes, Sterling Brown, Robert Hayden, Gwendolyn Brooks, Lucille Clifton,
Amiri Baraka, Rita Dove, Etheridge Knight, and Yusef Komunyakaa. Fall, A. Bradley (CMC).
130BK. Topics in 20th Century African Diaspora Literature: Afrofuturism.
Interdisciplinary study of Black science fiction, speculative fiction, and futurist
philosophy. Spring, V. Thomas (Pomona).
132BK. Black Queer Narrative & Theories. (See English and World Literature 132BK.)
Spring, L. Harris.
134BK. Harlem Renaissance. (See English and World Literature 134BK) L. Harris.
[not offered 2007-08]
140. Literature of Incarceration: Writings from No Man’s Land. Focusing on writing by
women within prison systems worldwide including the United States and South Africa,
the course seeks to frame and analyze their confrontations and experiences where
conflicts of gender, ethnicity, class, and state authority produce inmates of policed and
criminalized landscapes. Fall, V. Thomas (Pomona).
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76 BLACK STUDIES
160BK. African and Caribbean Literature. Reading and analysis of works of fiction,
poetry, and drama representing the most important trends in African and Caribbean
literatures. M-D. Shelton. (CMC) [not offered 2007-08]
165BK. Writing between Borders: Caribbean Writers in the U.S.A. and Canada.
Examines works by women writers from the Caribbean who live in the U.S.A. and
Canada. Uncovers the complex nature of cross-cultural encounters. Special attention is
given to questions of identity, exile, history, memory, and language. Authors include
Paule Marshall, Michelle Cliff, and Jamaica Kincaid. Prerequisite: Upper division
literature course or permission of instructor. M-D. Shelton (CMC). [not offered 2007-08]
170JBK. Special Topics in American Literature: Toni Morrison. A seminar on Morrison’s
contributions to African-American literature, the Western canon, Black feminist discourse,
and promoting African Diaspora literacy. Students will examine Morrison as a writer of
fiction, literary criticism, essays, short stories, cultural criticism, and editorial
commentaries. V. Thomas. (Pomona) [not offered 2007-08]
196BK. Major Figures in 20th Century American Literature: James Baldwin. (See
English and World Literature 196BK) L. Harris. [not offered 2007-08]
History
34 BK. The Caribbean: Crucible of Modernity. The course will cover these themes in the
Spanish-, French-, and English-speaking Caribbean, with a particular focus on Cuba,
Puerto Rico, the Dominican Republic, Haiti, and Jamaica., J. Mayes (Pomona).
[not offered 2007-08]
40BK. History of Africa to 1800. History of Africa from the earliest times to the
beginning of the 19th century. Attention given to the methodology and theoretical
framework used by the Africanist, the development of early African civilizations, and
current debates and trends in the historiography of Africa. Fall, S. Lemelle (Pomona).
41BK. History of Africa, 1800 to the Present. History of Africa from the 19th century to
recent times. Attention given to political and economic aspects of Africa’s development
process. Methodological and theoretical frameworks utilized by Africanists, as well as
current debates and trends in African historiography. S. Lemelle (Pomona) [not offered 2007-08]
100uBK. Pan-Africanism and Black Radical Traditions. Examination of the historical
evolution of the Pan-African concept and its political, social, and economic implications
for the world generally and for Black people in particular. Discussion of 20th century
writers of Pan-Africanism, and especially of Padmore, DuBois, Garvey, Nkrumah,
Malcolm X, Toure (Carmichael) in terms of contemporary problems of African Americans.
Prerequisites: lower-division IDBS courses and permission of instructor.
S. Lemelle (Pomona). [not offered 2007-08]
111aBK. African Diaspora in the United State to 1877. Grounded in a transnational
comparative approach, this course connects the diverse and complex experiences, belief
systems, and institutions of Blacks in the United States with those of others in the
Diaspora. Beginning with pre-European contact in West and central Africa, we will
BLACK STUDIES
examine the multifaceted nature of distinct cultures, forms of nationalism, significance of
protest, and gender and class relations across time and space. Fall, R. Roberts. (Scripps)
111bBK. African Diaspora in the United States since 1877. This is the second half of the
African Diaspora in the United States survey. This course connects Black emancipation
and post-emancipation political struggles throughout the Diaspora. Other topics include
nationalism, civil rights, and contemporary feminist theory. History 11a is not a
prerequisite for History 111b. R. Roberts. (Scripps). [not offered 2007-08]
114BK. Slave Women in Antebellum America. This course examines the role of power
and race in the lives and experiences of slave women in antebellum United States mainly
through primary and secondary readings. Topics include gender and labor distinctions,
the slave family, significance of the internal slave trade, and regional differences among
slave women’s experiences. The course ends with slave women’s responses during the
Civil War. R. Roberts.
122BK. Black Intellectuals and the Politics of Race. This course explores the varied way
in which scientific racism functioned against African Americans in the United States from
the mi-nineteenth to mid-twentieth centuries and addresses African American
intellectuals’ response to biological racism through explicit racial theories and less explicit
means such as slave narratives, novels, essays, and films. R. Roberts.
143BK. Slavery and Freedom in the New World. Survey course covering the history of
Africans and their descendants in the Americas from the epoch of the Trans-Atlantic slave
trade until the end of the 19th century. Divided into two general sections: the slave epoch,
and emancipation (and aftermath). Fall, S. Lemelle (Pomona).
Hist 145. Afro-Latin America. This course examines the social and political effects of
racial and ethnic, categorization for people of African descent in Latin America, with a
particular focus on Cuba, Brazil, Colombia, Puerto Rico, the Dominican Republic, and
Mexico. We will look at the social organization of difference from a theoretical and
historical perspective as it relates to colonialism, economic systems of production, such as
slavery, issues of citizenship, national belonging and government services, and access to
resources. Our questions include: what have been the experiences of African-descended
people in Latin America? Who is “black” or “African” in Latin America and why have the
meanings of “blackness” changed over time? A. Mayes (Pomona). [not offered 2007-08]
171BK. African American Women in the United States. Exploration of the distinctive
and diverse experiences of women of West African ancestry in the United States from the
17th century to the present. Topics, including labor, activism, feminism, family and
community, are examined within a theoretical framework. Narratives, autobiographies,
letters, journals, speeches, essays, and other primary documents constitute most of the
required reading. R. Roberts. (Scripps). [not offered 2007-08]
176BK. The Modern Civil Rights Movement. Mainly through primary readings, film
and guest lectures, this course explores the origins, development, and impact of the
modern African American struggle for civil rights in the United States. Particular
emphasis is placed on grass-roots organizing in the Deep South. History 111b
recommended. R. Roberts. (Scripps) [not offered 2007-08]
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78 BLACK STUDIES
Interdisciplinary
10BK. Introduction to Black Studies. This course provides a broad introduction to the
field of African Studies (also known as Black Studies, Pan-African Studies, African
American Studies, etc.). It does so by organizing the material chronologically (beginning
in ancient African history) and seeks a “trans-disciplinary” approach in the presentation.
Within each historical epoch, contributions from literature, the arts, philosophy, social
science, and other disciplines are incorporated. Our objective is to demonstrate the
breadth and depth of Africana Studies and to provide the historical underpinnings of the
field so that we can understand its past and chart a direction for its future. Fall, D. Basu.
Political Studies
125. African Politics. The focus of this course will be democracy in Africa. More
specifically, it will involve an examination of the struggles over the forms democracy
takes, a review of democracy’s internal and external advocates, a study of the relationship
between democracy and development, and an analysis of the factors which led to the
adoptions, and demise, of forms of democracy in a variety of African countries.
D. McHenry. [not offered 2007-08]
Psychology
12BK. Introduction to African American Psychology. Includes perspectives, education,
community, life-span development, gender, and related issues. Emphasizes the critical
examination of current research and theory. Students are expected to contribute orally
and in writing. Prerequisite: Psych 10 or permission of instructor. H. Fairchild.
[not offered 2007-08]
75BK. African American Mental Health. Introduces students to selected topics involving
the mental health of African Americans. Examines issues in the definition and the
assessment of mental health and addresses special topics such as spirituality, stress and
hypertension, delivery of mental health services, and controversies in the psychoanalytic
literature. Examines empirical, theoretical, and therapeutic approaches to African
American mental health. Fall, M. Holmes. (Pomona)
188BK. Seminar in African American Psychology. Critically examines contemporary
literature in African American Psychology. Emphasizes the ideas of leading theorists (e.g.,
Naim Akbar, Wade Nobles, Linda Myers) and the research literature on contemporary
problems (e.g., teen pregnancy, gangs). Prerequisites: Psychology 10 or 12 (or permission
of instructor). Fall, H. Fairchild.
194. Seminar in Social Psychology. (See Psychology 194) H. Fairchild. [not offered 2007-08]
Religious Studies
BLACK STUDIES
142BK. The Problem of Evil: African-American Engagements With(in) Western
Thought. This course thematically explores some of the many ways African Americans,
in particular, have encountered and responded to evils both as a part from the broader
Western tradition. We will see how the African-American encounter with evil troubles the
distinction often made between natural and moral evil and highlights the tensions
between theodicies and ethical concerns. Fall, D. Smith (Pomona).
Sociology
71. Sociology of Popular Music. (See Sociology 71) Fall, D. Basu.
124. Race, Place, and Space. (See Sociology 124) Fall, D. Basu.
134. Urban Life in L.A. (See Sociology 134) D. Basu. [not offered 2007-08]
142. Transatlantic Black and South Asian Experiences. (See Sociology 142)
Spring, D. Basu.
Courses for Majors
191BK. Senior Thesis. An independent research and writing project culminating in a
substantial, original work. Directed by one faculty member chosen by the student. Each
thesis is also read by one additional reader. Offered each semester, Staff.
192BK. Senior Project. An independent reading, research, and participatory exercise on a
topic agreed to by the student and the adviser. Normally, the project involves a set of
short papers and/or culminates in a research paper of substantial length based upon
participation in a project or program. Offered each semester, Staff.
193BK. Senior Comprehensive Examination. Taken during the senior year, the
comprehensive examination consists of two field examinations that test the depth of the
student’s understanding of Black Studies. The student chooses two fields in Black Studies
(e.g., history and literature) in which to be examined. Offered each semester, Staff.
199BK. Independent Study: Reading and Research. Permission of instructor is required.
Course or half-course credit. May be repeated. Offered each semester, Staff.
79

80 CHICANA/O STUDIES
CHICANA/O—LATINA/O STUDIES
Chicana/o—Latina/o Studies is concurrently a multi-disciplinary and interdisciplinary
field of academic inquiry broadly relating to people of Latin American descent within the
hemisphere, in particular within the United States and the wider diaspora. Chicana/o—
Latina/o Studies is the “umbrella name” for distinct and important academic and critical
inquiries which began to converge in the last twenty years. Chicana/o Studies emerged in
the academy as a product of educational and social movements of the 1960s. These
movements led to the initial creation of the program here at The Claremont Colleges in
1969, making our program the second-oldest in the nation. More recently, Latina/o
Studies has emerged as a field of inquiry relating to Latin Americans in the hemisphere,
and has been the site for work seeking to transcend the gaps in area studies and ethnic studies.
As a multidisciplinary and interdisciplinary field, Chicana/o—Latina/o Studies
contributes to every and all fields in the humanities and social sciences, including
professional programs such as education, social work, medicine, and law. Courses in the
Chicana/o—Latina/o Studies major take into account the intersections of race, ethnicity,
class, culture, gender, and sexuality. These courses are distributed across four areas of
concentration that make up the major in Chicana/o—Latina/o Studies: 1) Border and
Transnational Studies, 2) Educación: Social Justice, Formation, and Critical Pedagogy, 3)
Literature, Art, and Representation, and 4) Politics, Social Movements, and Labor.
Pitzer Advisers: J. Calderon, A. Pantoja, M. Soldatenko.
Requirements for the Major in Chicana/o—Latina/o Studies
Required Courses:
•Span 65CH, SPAN 44, or equivalent
•Hist 17CH
•Two of the following introductory courses: GFS 61CH, Psyc 84CH, Soc 30CH
One course from each of the four areas of concentration:
•Border and Transnational Studies
•Educación: Social Justice, Formation, and Critical Pedagogy
•Literature, Art, and Representation
•Politics, Social Movements, and Labor
•Two advanced courses in one area of concentration
Additional Requirements:
•Senior exercise: thesis with oral presentation, performance, project, exhibit, etc.
•One course with a service learning or civic engagement component. (GFS 154CH,
Soc 30CH, Soc 114CH, Soc 141CH, Soc 145CH, Soc 150CH, Soc 155CH)
Requirements for the Minor in Chicana/o—Latina/o Studies
History 17 and one of the introductory courses; one course from each of the four areas of
concentration; and one lower-division Spanish language course taken from either Spanish
33, 65CH or higher, or equivalent.

82 CHICANA/O STUDIES
Spanish Prerequisite
Span 65CH. Spanish for Bilinguals: Level 1. An intensive review of the fundamentals of
grammar and orthography for students with oral proficiency in Spanish. Written
assignments and oral presentations are structured around cinematographic musical and
literary texts from Spain and Latin America, including works by U.S. Latinos. Fall, R.
Alcala (Scripps).
Border and Transnational Studies
GFS 154CH. Latinas in the Garment Industry. Research seminar studies the lives and
work of Latinas in the garment industry in Southern California, using a historical and
comparative approach. Origins of this industry in the U.S., unionization efforts, and
impact of globalization on women in plants abroad. Emphasis is on contemporary
Latinas working in the Los Angeles area. Students will need to be available to participate
in several afternoon-long field trips to the garment district. M. Soldatenko
[next offered Fall 2008]
Hist 17CH. Chicana/o and Latina/o Histories. Examines Chicana/o and Latina/o
historical experiences across the span of several centuries using the lens of “empire.”
Analyzes migration and settlement; the forces shaping community and identity,
formations; and the roles of race, gender class and sexuality in shaping social, labor, and
political histories. Core course. Fall, T. Summers Sandoval (Pomona).
Hist 31CH. Latin America Before Independence. Examines the history of Latin America
up to 1820, focusing on indigenous civilizations of the region, (Olmecs, Teotihuacanos,
Maya, Aztecs and Inca); the process of European expansion; and the evolution of
societies, (gender, race and ethnicity) and the rise of colonial institutions in the Americas.
Explores the contradictions that developed in the late colonial period, as well as the wars
of independence in the nineteenth century. M. Tinker-Salas. (Pomona). [next offered Fall 2008]
Hist 32CH. Latin America Since Independence. The history of Latin America from 1800
to the present, including the complex process of national consolidation, the character of
new societies, the integration of Latin American nations into the world market, the
dilemma of mono-export economics, political alternatives to the traditional order,
relations with the United States, and conflict in Central America. Core course. Spring, M.
Tinker-Salas. (Pomona)
Hist 100cCH. Chicana/Latina Feminist Traditions. Examines the roots, forms, and
impacts of Chicana and Latina feminist discourses. Uses gender and sexuality to analyze
the historical experiences of Latin American descent women in the U.S. and their
struggles for justice, while investigating connections to other Third World and “Third
Wave” feminist movements. Spring, T. Summers Sandoval. (Pomona)
Hist 100iCH. Race and Identity in Latin America. Latin America incorporates
indigenous European, African, and Asian traditions. This seminar examines the interplay
between race, identity, culture, and national consciousness; the multifaceted process of
ethnicity and race relations in colonial societies; the nineteenth century, when elites were
first enamored with European and later with U.S. models; challenges to those elite
CHICANA/O STUDIES
preferences; alternative cultural identities such as Indigenismo and Negritude; the impact
of immigration and the current state of nationalism. Fall, M. Tinker-Salas. (Pomona)
Hist 100nCH. The Mexico-United States Border. This seminar examines the
transformation of the U.S.-Mexican Border region from a frontier to an international
boundary. Employs the concept of an expansive “border region” that penetrates deep into
Mexico and the United States, and influences the politics, economy, and culture of both
countries. Focuses on the changes that Mexicans, Americans, Native peoples and
Chicano/as experience as a result of border interaction. Spring, M. Tinker-Salas. (Pomona)
Hist 100NbCH. United States-Latin American Relations. An overview of the basic
elements which have shaped the U.S. presence in Latin America and the way in which
Latin America has been represented in the U.S. from the early 19th century to present
day, exploring both official (public) policy as well as the impact of corporations and the
market, ideology, cultural representations, the media and others. M. Tinker-Salas
(Pomona). [next offered Fall 2008]
Hist 110sCH. Latina/o Oral Histories. Explores use of oral histories in historical research
of marginalized communities, investigating issues such as memory and the “body as
archive.” Provides overview of oral history theory, practice, and ethical concerns.
Students apply course knowledge in research project incorporating Latina/o oral
histories. Fall, T. Summers Sandoval.
Hist 100NbCH. United States-Latin American Relations. An overview of the basic
elements which have shaped the U.S. presence in Latin America and the way in which
Latin America has been represented in the U.S. from the early 19th century to present
day, exploring both official (public) policy as well as the impact of corporations and the
market, ideology, cultural representations, the media and others. M. Tinker-Salas
(Pomona). [next offered Fall 2008]
Post 107CH. Latino Politics. The role of Latinos in the American political process will be
examined. Latino political empowerment movements will be analyzed with a focus on
political culture/voter participation; organizational development in the different Latino
subgroups; leadership patterns, strategy, and tactics; and other issue impacting the Latino
community. Fall, A. Pantoja.
Post 174CH. U.S. Immigration Policy and Transnational Politics. Examines the factors
shaping the size and composition of past and contemporary immigration flows to the
U.S. Areas examined include the role of economics, social networks, policy and politics in
shaping immigration flows and the process by which immigrants simultaneously
participate in the politics of sending and receiving countries. Spring, A. Pantoja.
Span 127CH. Literatura Chicana en Español. Analyzes twentieth-century texts written in
the U.S. in Spanish. Focusing primarily on the Mexican American experience, we will
survey a wide array of genres dating to distinct historical periods, from crónicas
published in Spanish-language newspapers to political treatises, poetry, drama, and
narrative. R. Alcalá. (Scripps). [next offered Spring 2009]
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84 CHICANA/O STUDIES
Educación: Social Justice, Critical Pedagogy and Inquiry
GFS 166CH. Chicana Feminist Epistemology. Examination of Chicanas’ ways of
knowing and the origins, development and current debates on Chicana feminism in the
United States. The study of Chicana writings informs a search for the different
epistemologies and contributions to feminism and research methods. Fall, M. Soldatenko.
Psyc 84CH. Psychology of the Chicano/a. Selected topics in psychology dealing with the
affective and intellectual aspects of Chicano/a behavior. The psychological development
of Chicano/as will be evaluated against traditional psychological theories and variations
in the Chicano/a’s sociocultural environment. Fall, R. Buriel. (Pomona)
Psyc 151CH. Issues in the Psychology of Multicultural Education. Examines educational
theory, research and practice as it relates to the experience of Chicano/as and other ethnic
and linguistic minorities. Consideration of selected psychological processes that
potentially explain the scholastic performance of these groups. Discussion of case studies
describing the relevance of multicultural education. Spring, R. Buriel. (Pomona)
Psyc 180mCH. Seminar in Cultural Psychology. Theories and methods of psychology
and ethnic studies are used to examine behavior of U.S. ethnic minorities. Unique
psychocultural experiences of individual ethnic groups and similarities in these
experiences. Topics include identity formation, socialization, prejudice, acculturation, and
mental health. Common developmental challenges and adaptation strategies of U.S.
ethnic groups stressed. Intended for students with previous courses in both psychology
and ethnic studies. R. Buriel. (Pomona) [next offered 2008-09]
Soc 141CH. Chicanas and Latinas in the U.S. This seminar focuses on the ways that race,
ethnicity, class, gender, and sexuality intersect and impact on the lives of Chicanas and
Latinas in the United States. As a way of linking theory to experiences, the course examines
in detail several key areas: health, migration, work, and family. Examples of resistance
and strategies for building alliances are discussed. G. Ochoa (Pomona) [next offered 2008-09]
Soc 150CH. Chicano/as/Latinas and Education. This course examines the historical and
institutional processes related to the educational experiences of Chicanas/os and
Latinas/os, as well as exploring the relationship between school factors (tracking, teacher
expectations, and educational resources) and educational performance. Attention is given
to the politics of language, cultural democracy and schooling, higher education, and forms of
resistance. A field internship option is offered as part of the course. Spring, G. Ochoa (Pomona).
Literature, Art, and Representation
Art 67CH. Contemporary Chicano/a Art and Its Antecedents. Chicano/a art as an
autonomous offspring of Mexican art. The influence of Mexican muralists and other
Mexican artists depicting the dramatic changes brought by the revolution. Spring, P. Botello. (Pomona)
Dance 70CH. Regional Dances of Mexico. An introduction to Mexican dance in its most
traditional manner. A practical study of choreography for the Sones, Jarabes and
Huapangos from principal folks regions of Mexico. Includes history and meaning of
dances. Fall, Galvez (Pomona).
CHICANA/O STUDIES
Dance 73CH. Pre-Columbian Dance. Introduction to Mexican dances since pre-
Columbian times: La Danza de la Pluma, Danza de los Quetzoles, Danza de los Negritos
and Pasacolas from Tarahumdra Indians. Aztec/Conchero dance with Alvanzas (songs by
concheros), along with Matachines from different parts of Mexico and their historical
roots to pre-Aztec times covered. Students will learn to make Aztec and Matachin
costumes and headdresses. Galvez (Pomona). [next offered Fall 2008]
Spnt 186CH. Seminar on Contemporary Chicano/a Narrative. An analysis of selected
major narrative genres and modes (corrido, short story, autobiography, chronicle, novel,
romance, and satire). Texts will be examined closely within their own geographic,
cultural, and historical contexts as well as within the history of narrative forms. Readings
will be guided by both aesthetic and political concerns through the ideology of literary
form. Discussion, essay writing, and research. Taught in English. 126CH highly
recommended. R. Alcalá. (Scripps). [next offered Spring 2009]
Spnt 126aCH. Chicano/a Movement Literature. Readings in Chicano/a literature from
the 1940s to the 1970s. Special emphasis on the historical context within which texts are
written, i.e., post-World War II and the civil rights era. Recently discovered novels by
Americo Paredes and Jovita Gonzalez and the poetry, narrative, and theatre produced
during the Chicano/a Movement will be subjects of inquiry. Taught in English. R. Alcalá.
(Scripps) [next offered 2008-09]
Spnt 126bCH. Contemporary Chicana/o Literature. Beginning with the ground-breaking
anthology This Bridge Called My Back (1981), this survey examines how contemporary
Chicana/o literature focuses on questions of identity, specifically gender and sexuality.
Theoretical readings in feminism and gay studies will inform our interpretation of texts
by Anzaldua, Castillo, Cisneros, Caudros, Gaspar de Alba, Islas, Morage, and
Viramontes, among others. Taught in English. Fall, R. Alcala. (Scripps)
Spnt 186CH. Seminar on Contemporary Chicano/a Narrative. An analysis of selected
major narrative genres and modes (corrido, short story, autobiography, chronicle, novel,
romance, and satire). Texts will be examined closely within their own geographic,
cultural, and historical contexts as well as within the history of narrative forms. Readings
will be guided by both aesthetic and political concerns through the ideology of literary
form. Discussion, essay writing, and research. Taught in English. 126CH highly
recommended. R. Alcalá. (Scripps). [next offered Spring 2009]
Thea 05. Introduction to Chicano Theatre and Performance. Introduction to the
fundamentals of acting and performance using chicano Theatre as the historical, aesthetic
and theoretical source. The class, a workshop and seminar format also looks at the
“realistic” acting methodology of Konstantin Stanislavsky to examine its influence and
application in Chicano dramatic texts and performance. Fall/Spring, A. Martinez
(Pomona).
Politics, Social Movements, and Labor
GFS 61CH. Contemporary Issues of Chicanas & Latinas. Examines the contemporary
experiences of Chicanas and Latinas in the United States, addressing issues of culture,
identity, gender, race, and social class. Provides historical background for in-dept
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86 CHICANA/O STUDIES
exploration of the latest exemplary works. Attention is given to diverse manifestations of
cultural production in Chicana/Latina communities. Spring, M. Soldatenko.
GFS 154CH. Latinas in the Garment Industry. Research seminar studies the lives and
work of Latinas in the garment industry in southern California, using a historical and
comparative approach. Origins of this industry in the U.S., unionization efforts, and
impact of globalization on women in plants abroad. Emphasis is on contemporary
Latinas working the Los Angeles area. M. Soldatenko. [next offered Fall 2008]
Hist 25CH. All Power to the People! A survey of twentieth-century movements for
change, with a focus on those created by and for communities of color. Examines issues
of race, gender, and class in the U.S. society while investigating modern debates
surrounding equity, equality, and social justice. Spring, T. Summers Sandoval (Pomona).
Post 107CH. Latino Politics. The role of Latinos in the American political process will be
examined. Latino political empowerment movements will be analyzed with a focus on
political culture/voter participation; organizational development in the different Latino
subgroups; leadership patterns, strategy, and tactics; and other issue impacting the Latino
community. Fall, A. Pantoja.
Post 174CH. U.S. Immigration Policy and Transnational Politics. Examines the factors
shaping the size and composition of past and contemporary immigration flows to the
U.S. Areas examined include the role of economics, social networks, policy and politics in
shaping immigration flows and the process by which immigrants simultaneously
participate in the politics of sending and receiving countries. Spring, A. Pantoja.
Soc 30CH. Chicana/os in Contemporary Society. Sociological analysis of the theoretical
and methodological approaches used to study the Chicano/a and Latina/o communities.
Examines socioeconomic conditions, education, cultural change, the family, gender
relations and political experiences. Includes a field internship option. Spring, G. Ochoa
(Pomona).
Soc 114CH. Los Angeles Communities: Transformations, Inequality, and Activism. This
course uses a case study approach to explore the interplay between economic and
demographic transformations and community dynamics. Focusing on Los Angeles
communities, the course reviews some of the most recent scholarship in this area and
considers topics such as economic transformations, (im)migration, class divisions, race
and ethnic relations, community organizing, women and activism, and strategies and
possibilities for change. Fall, G. Ochoa (Pomona).
Soc 145CH. Restructuring Communities. Examines how Latino and multi-racial
communities are being transformed through economic restructuring, both locally and
globally. Issues of community building and participating in the informal economy are
brought to life through a service learning collaborative with a day labor center in the city
of Pomona. Students work in teams as part of a partnership with immigrant day laborers,
city officials, community leaders and a community-based board of directors.
Fall, J. Calderon.
CHICANA/O STUDIES
Soc 155CH. Rural & Urban Social Movements. Examines the emergence of social
movements, the process of their formation and the varied strategies for their
mobilization. Particular attention is paid to the Chicano/a civil rights, farm labor and
union movements. Students organize a memorial and alternative spring break with the
United Farmworkers Union. Spring, J. Calderon.
Spnt 126aCH. Chicano/a Movement Literature. Readings in Chicano/a literature from
the 1940s to the 1970s. Special emphasis on the historical context within which texts are
written, i.e., post-World War II and the civil rights era. Recently discovered novels by
Americo Paredes and Jovita Gonzalez and the poetry, narrative, and theatre produced
during the Chicano/a Movement will be subjects of inquiry. Taught in English. R. Alcalá.
(Scripps) [next offered 2008-09]
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88 CLASSICS
CLASSICS
A coordinated program in Classics is offered by Pitzer College, Pomona College and
Scripps College. The curriculum in Classics is designed to give students opportunities to
read works of Classical literature in the original languages and in English translation and
to obtain a knowledge and appreciation of the Classical civilizations as they lie at the
roots of Western civilization.
Pitzer Adviser: S. Glass.
Requirements for the Major
Two options are available for the major: (I) Classical Languages and Literature and (II)
Classical Studies.
(I) The option in Classical Languages and Literature is designed for students who wish
to study Classical languages in depth, and is appropriate for students who may
proceed to graduate study in Classics or related fields.
(II) The option in Classical Studies is designed for students who seek a background in
Classical civilization while they anticipate a career in law, medicine, business, or
other pursuits for which a liberal arts education is appropriate. Under the Classical
Studies option students may emphasize one of the following:
(a) Classical Literature (including mythology)
(b) Greek
(c) Latin
(d) Ancient Art and Archaeology
(e) Ancient History
(f) Ancient Philosophy
(g) Ancient Political Theory
Classical Languages and Literature
To satisfy the option in Classical Languages and Literature, a student is required to
complete satisfactorily a total of ten courses in Greek, Latin, and Biblical Hebrew.
(i) Students must complete at least three courses in each of the two languages chosen.
(ii) Up to three courses in Classical civilization, art history, history, philosophy, or
religion may be substituted for language courses if warranted by the student’s
program and if approved by the student’s major adviser. The senior thesis
(Classics 191) is invitational and may count as one of these three courses.
Students who intend to pursue graduate study in Classics or related fields are further
recommended to take at least two courses in French and/or German.
Classical Studies
To satisfy the option in Classical Studies, a student is required to complete satisfactorily
at least ten courses.
(i) At least three courses must be in Greek, Latin or Biblical Hebrew, and at least one
must be numbered 100 or above.
(ii) At least one course must be taken from among the following: Classics 60, 61;
History 20; or equivalents approved by the major adviser.
CLASSICS
(iii)In addition, the following courses are required:
For emphasis (a): at least three courses in mythology and/or Classical literature in
translation.
For emphasis (b): at least three additional courses in Greek.
For emphasis (c): at least three additional courses in Latin.
For emphasis (d): Classics 161 and Art History 163 (Pomona).
For emphasis (e): History 101, 102 (both Pomona).
For emphasis (f): Philosophy 110 or History of Ideas 5, Philosophy 173.
For emphasis (g): Either History 101 or 102 and either CMC Government 80 or
CGU 429c.
(iv)The remaining courses may be chosen from the offerings of the coordinated
program in Classics (including independent study projects) or, with the approval
of the major adviser, from appropriate courses in other subject fields. The senior
thesis (Classics 191) is invitational and may count as one of the remaining courses.
Minor in Classics: Students must satisfactorily complete a minimum of six Classics
courses, including a sequence of three courses in Greek, Latin, or Classical Hebrew, and
three other courses that count toward a major in Classics. Normally, courses taken to
satisfy the requirements of any other major or minor may not be used to satisfy the
requirements for a minor in Classics.
Honors: For either the emphasis in Classical Languages and Literature or Classical
Studies, some students who are especially well prepared will be invited to undertake a
senior thesis (see Classics 191) on a subject to be selected in conference with their major
adviser or another Classics professor. A distinguished performance on the senior thesis is
a prerequisite for honors consideration.
AP Credit: One course credit toward graduation is awarded for scores of 4 or 5 on the
Advanced Placement Examination in Latin (Vergil and Latin Literature).
Pitzer College is a participating member of the Intercollegiate Classics Center in Rome.
This Center, composed of students and faculty drawn from a limited group of liberal arts
colleges, both public and private, with strong programs in the Classics, makes available
to its members a carefully supervised junior year or semester abroad in Rome in Classical
Studies. Nominations from Pitzer College to the Center will be made from students
participating in The Claremont Colleges Classics Program.
Latin
8a,b. Introductory Latin. An intensive study of Latin grammar and syntax, forms and
English derivations. Readings from Caesar, Nepos, and Ovid. Elementary Latin
composition. Completion of Classics 8b qualifies a student for Classics 100. Fall, two
sections, C. Chinn (Pomona), Ieruli (Scripps); Spring, C. Chinn (Pomona).
32. Introductory/Intermediate Latin. Semi-intensive course for students with some
previous Latin who are too advanced for Latin 8a and not ready for Latin 100. Designed
to place students in second semester Latin courses (Classics 110 or 112) to meet foreign
language requirements. Includes review, mastery of basic grammar, reading from
Catullus, Plautus and others. Occasional readings in English to expand the student’s
vision of the ancient world. Fall, J. Astorga (Pomona).
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90 CLASSICS
100. Intermediate Latin. For students with two or three years of secondary school Latin
or one year of college Latin. Selections from poetry and prose of the late Republic and
early Empire. Reading and translation from texts, grammar review, and composition.
Prerequisites: Classics 8a, b, Classics 72, or equivalent. Fall, S. Glass.
103a,b. Intermediate Latin: Medieval. Selections from medieval Latin prose-historical,
literary, and liturgical. Emphasis on translation and historical contextualization.
Prerequisite: Classics 8b (or equivalent), and permission of instructor. Half-course. May
be repeated for credit. [not offered 2007-08]
110. Cicero. An introduction to Latin prose with readings from Cicero’s orations and
philosophical works. Prerequisite: Classics 100 or two to three years of secondary school
Latin with permission of instructor. Spring, Pogorzelski (Scripps).
112. Vergil. Introduction to Latin poetry with readings from Vergil’s Eclogues and Aeneid.
Prerequisite: Classics 8b or two or three years of secondary school Latin with permission
of the instructor. [not offered 2007-08]
181a,b. Advanced Latin Readings. Great works of Latin prose and poetry from the
writings of the Roman Republic and Empire selected according to the needs of the
students. Authors and topics covered may include the Roman letter, satire, lyric poetry,
elegiac poetry, historians, drama, philosophy, or Lucretius. Each semester may be
repeated for credit. Prerequisite: at least two years of college level Latin or permission of
the instructor. Fall, Neronian Texts, E. Finkelpearl (Scripps); Spring, The Roman Letter, S. Glass.
195. Readings in Latin Prose and Poetry. Selected works in Latin literature designed to
meet the qualified student’s particular needs. Prerequisite: permission of the instructor.
May be repeated for credit. Fall/Spring, S. Glass.
Greek
51a,b. Introductory Classical Greek. Greek grammar and syntax with limited oral drills
for beginning students. Selected readings from works such as Plato’s Dialogues.
Fall/Spring, D. Roselli (Scripps).
101a,b. Intermediate Greek. First semester places emphasis on reviewing Greek
grammar and learning to read Attic Greek prose. The second semester will focus on
Greek poetry, including Homer and Greek Tragedy. Prerequisites: Classics 51a,b, or
permission of the instructor. Fall, R. McKirahan (Pomona); Spring, J. Astorga (Pomona).
182a,b. Advanced Greek Readings. Great works of Greek prose and poetry selected from
major authors, genres, and periods. Authors and topics may include Homer, the Archaic
Age, Greek Tragedy, Greek Historians, Greek Rhetoric, Aristophanes, Plato and Aristotle.
Prerequisite: at least two years of college level Greek or permission of the instructor. Each
semester may be repeated for credit. Fall, Staff (Pomona); Spring, R. McKirahan (Pomona).
Hebrew
CLASSICS
52a,b. Elementary Classical Hebrew. Basic elements of Hebrew grammar and translation
of selected biblical passages. [not offered 2007-08]
102. Readings in Classical Hebrew. Review of grammar and readings of selected prose
and poetic texts from the Hebrew Bible and the Qumran Library. [not offered 2007-08]
Classical Civilization and Literature in Translation
10. The Epic Tradition. A survey of oral and written epic in Greek and Roman literature.
The role of the hero; oral vs. written traditions; the roles of myth, traditional narrative
and ritual; and the Classical epic as a basis for later literature. Comparative materials
(e.g., Beowulf and Song of Roland). Readings from Homer, Vergil, Apollonius of Rhodes,
Ovid, and others. Lecture and discussion. [not offered 2007-08]
12. Greek Tragedy. A reading of selected Greek tragedies with attention to their role in
Greek civic culture, their utilization of Greek mythology and religious beliefs, and their
contribution to the idea of the tragic in Western drama and culture. Spring, D. Roselli (Scripps).
14. The Ancient Comic Tradition. This course examines ancient comedy with particular
emphasis on literary interpretation and modern theories of comedy. Other topics include
the historical settings, performance, the comic hero, political subversion, and the
characteristics of “low” genres in contrast to tragedy and epic. Authors include
Aristophanes, Homer, Menande, Plautus, Petronius, Shakespeare, Stoppard and theorists
of comedy. [not offered 2007-08]
16. The Ancient Historians. Close reading of selected Greek and Roman historians, with
special attention to their conceptions of history. Authors may range from Herodotus in
the 5th century BC to Ammianus Marcellinus in the 4th century AD Comparative
materials from the Chinese historiographical tradition (Ssu-Ma Chien) and the later Arab
tradition (Ibn Khaldun). Analysis of primary sources supplemented by readings in recent
secondary literature. Fall, J. Astorga (Pomona).
17. Ancient Lives. The course focuses on the studies of illustrious personalities by
Plutarch and Suetonius. It examines issues such as the origins of this literary genre and
its relations to literature, history, and biography; the sources available to the authors and
their ways of handling them; structural, stylistic, and thematic elements; use of materials
from science and philosophy; and the cultural, moral and religious viewpoints from
which the authors contemplated the lives of human beings. [not offered 2007-08]
18. The Ancient Novel and Romance. The novel has its origins in ancient popular
romances of wanderings and happy endings. Students will read the novels and romances
of Longus, Heliodorus, Chariton, Lucian, Apuleius, and others, with attention to
historical context, the nature of the genre, readership, and narratology. Special emphasis
on the origins and nature of the novel with a look at Homer’s Odyssey, Euripides’
romances, and theorists such as Bakhtin. [not offered 2007-08]
19. The Ancient World in Film. This course examines the reception of classical antiquity
in cinema through a close reading of ancient texts and their transformation into film.
Emphasis will be placed on how cinema has (mis)represented Roman history and Greek
drama, and the ideological uses of the past in the 20th century. [not offered 2007-08]
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92 CLASSICS
60. Greek Civilization Through its Literature. An introductory course covering great
works of Greek literature from the beginnings through the fourth century BC, with
emphasis on the irrational as well as on the rational aspects of Greek culture. Readings
from all genres of Greek literature, including works by Homer, Sophocles, Euripides, and
Plato. Fall, D. Roselli (Scripps).
61. Roman Life and Literature. Literary texts organized around topics of importance to
the study of Roman culture from ca. 300 BC to 200 AD: poetry and politics, rhetoric,
Roman self-definition, the family and gender roles, and the influence of Greek philosophy,
religion, and contact with the East. Lecture and discussion. Spring, C. Chinn (Pomona).
114. Female and Male in Ancient Greece. Explores the legal and social position of
women in ancient Greece, male attitudes toward women and the idea of the Female,
sexuality, and the contrast between the myths of powerful women and the apparent
reality. [not offered 2007-08]
121. Classical Mythology. A systematic examination of the traditional cycles of Classical
myth. Readings from ancient literature in English translation. Some attention is given to
the problems of comparative mythology, ritual, and related areas of archaeology and
history. Spring, S. Glass.
123. Ancient Mysteries. Ancient mystery cults offered Greeks and Romans something
different: secret initiation rites, bull sacrifice, Dionysiac release, self-castration, mysteries
of life and death, powerful mother-goddesses. Cults of Mithras, Isis, Demeter, Magna
Matger, and others in their historical contexts. [not offered 2007-08]
130. Roman Decadence. An examination of the forces at work within the Roman Empire
which counteracted its self-created image of order, stability, and propriety. Religious
cults, superstition, personal corruption and excess, popular violence, the Roman
obsession with death, and the radical decline from Classical models of life and art.
Fall, C. Chinn (Pomona).
135. Ancient Theater Production. The tyranny of the text has cast a long shadow over
ancient drama. This course introduces students to the wider world of the theater in the
ancient world through close studies of dramatic festivals, theater buildings, audiences,
music, actors, producers and other dramatic genres [not offered 2007-08]
161. Greek Art and Archaeology. An introductory survey of Greek sculpture,
architecture, and vase painting from their beginning to ca. 350 BC Considerable attention
is given to the major archaeological problems and sites, and their historical position.
Fall, S. Glass.
163. Hellenistic and Roman Art. Treats art in the ancient Mediterranean from ca. 430 BC
to AD 200, that is, from the demise of the Greek city state and rise of a new cosmopolitan
Greek civilization to the subsequent takeover by Republican, then Imperial Rome. Asks
how the public art of the ancient Greeks and Romans incorporated the world views of its
creators. Charts the shifting meaning of standard forms or symbols from period to
period. Fall, J. Emerick (Pomona).
191. Senior Thesis. Students will work closely and on an individual basis with the faculty
to identify an area of interest, become familiar with basic bibliography and research tools,
and define a topic to investigate. The student will submit the results of this research in
writing, and make an oral presentation to the Claremont Colleges faculty and students in
CLASSICS
Classics. Restricted to senior majors in Classics. By invitation of the major adviser.
Fall/Spring, Staff.
Related Courses:
Hist 20. Greece and Rome. (See History 20) Fall, S. Glass.
Hist 103bA The History of the Roman Republic. Fall, S. Bjornlie (CMC).
Hist 104. Religion and Politics in Antiquity. Fall, S. Bjornlie (CMC)
Phil 40. Ancient Philosophy. Fall, R. McKirahan (Pomona)
Poli 1a. Classical Political Theory. Fall, McWilliams (Pomona)
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94 CREATIVE STUDIES
CREATIVE STUDIES
Pitzer Advisers: N. Masilela, S. Miller, A. Wachtel.
Engl 10a., b. Survey of British Literature. (See English 10a). Fall, A. Wachtel; Spring, S.
Bhattacharya.
18. A History of the Creative Process. The course examines the history of the creative
process from an interdisciplinary perspective. As a consequence, the history creative
process will be theorized from the vantage point of the combination of intellectual history
and performance studies. The knowledge area that will be looked at will stretch from
Natural History (Big Bang Theory) to Human History (Abstract Art). The coordinates of
time and space will be the parameters in this study of the human imagination.
N. Masilela. [not offered 2007-08]
Engl 30. Beginning Creative Writing: Poetry. (See English 30) Fall, A. Wachtel.
50. Twentieth Century Choreographers: Classical Ballet and Modern Dance. The course
will examine how twentieth century choreographers both in classical ballet and modern
dance have created modernism in their particular field. These are some of the
choreographers who will be studied: Balamchime, Fokine, Ashton (ballet) and Morris,
Ailey, Tharp (modern dance). N. Masilela. [not offered 2007-08]
55. The Cultural History of Jazz as a Modern Art Form. The course will examine the
cultural highlights of jazz history from Buddy Bolden (1920’s) to Joshua Redman (2000’s).
N. Masilela. [not offered 2007-08]
85. The Creative Space of the 1960s: A Third World Perspective. It is universally agreed
that the decade of the 1960s was one of the most fascinating temporalities of the twentieth
century. Change or transformation was the order of the day. Politics, literature,
philosophy, music and the arts seem to have obeyed this logic of modernity. Why are the
1960s fascinating? One of the goals of the course is to show that human consciousness and
moral sensibility are subject to being determined by the will of the people.
Spring, N. Masilela.
Anth 102. Museums and Material Culture. (See Anthropology 102). S. Miller.
[not offered 2007-08]
Anth 103. Museums: Behind the Glass. (See Anthropology 103). Fall, S. Miller.
Engl 120. Studies in Drama: Greek Tragedy. (See English 120). A. Wachtel.
[not offered 2007-08]
125. Revolution as a Creative Process. The course will study revolutions as a creative
process of realizing the new and destroying the old. It will begin with the French
Revolution (1789 in Europe) and end with Third World Revolutions (Cuban and Africans)
CREATIVE STUDIES
in the 1960s and 1970s. In each instance the intersection between politics, philosophy and
culture will be interrogated. Fall, N. Masilela.
Engl 126. World Literature as Literary History. (See English 126). N. Masilela.
[not offered 2007-08]
Engl 129. Web site as Archives of Literatures, Literacy and Intellectual History. (See
English 129). N. Masilela. [not offered 2007-08]
Engl 159b. Shakespeare: Tragedy. (See English 159b.) Fall, A. Wachtel.
189. Postmodernism. (See English 189). N. Masilela. [not offered 2007-08]
190. Senior Seminar. This course is devoted to the sharing among Creative Studies
majors of their ongoing work. It is hoped that the sharing will further deepen students’
awareness of the fruitful interdependence of the creative arts. Students and faculty will
offer constructive analyses and critical suggestions to one another in an effort to
maximize the accomplishments of all. Staff.
Engl 191. Modernism. (See English 191). A. Wachtel. [not offered 2007-08]
Engl 193a. Fictions of James Joyce. (See English 193a). Spring, A. Wachtel.
Crea193/HSID 193. Magicians and Moderns. This course explores the magical
renaissance of the lat 19th century and its influence on Yeats, Shaw, and Eliot.
Spring, R. Rubin/A. Wachtel.
199. Senior Thesis or Exhibition. Exceptional students may apply to the field group to
write a thesis or participate in a senior exhibition. Applications are due before the end of
the previous semester. This course will be taken in addition to the other requirements for
the major. (At least for the first few years, this course will be offered as needed on an
independent study basis).
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96 ECONOMICS
ECONOMICS
Economics is the study of how best to satisfy the wants and desires of all people given
the limited resources available to us on this Earth. It concerns the wealth of nations, its
origins in production and exchange, its allocation among competing uses, its distribution
among individuals, its accumulation or decline. The approach is descriptive and
analytical; many issues of national and international policy are considered; the focus is on
social institutions and social outcomes rather than on personal financial success per se.
Pitzer Advisers: M. Federman, J. Lehman, E. Stephens, L. Yamane.
Requirements for the Major in Economics
A major in Economics requires the successful completion of:
(i) One year of Principles of Economics
(ii) One year of Economic Theory (completion of Mathematics 30 is recommended
before taking these courses)
(iii) One semester of History of Economic Thought
(iv) One semester of Economic Statistics
(v) Four additional upper-level courses in economics (i.e., courses having principles
of economics as a prerequisite).
(vi) Senior seminar in economics in the student’s final year.
(vii) Senior thesis for honors candidates.
Students intending to pursue graduate work in economics, business, or public
administration are strongly urged to:
• Complete at least one year of calculus;
• Complete one semester of linear algebra and differential equations;
• Complete one semester of econometrics; and
• Select upper-level courses that are strongest in their theoretical orientation.
Pitzer College and Claremont Graduate University offer a highly selective accelerated
program for completion of the BA and MA in Economics in five years. Interested students
apply in the fall of their junior year, and must have completed Calculus II, Intermediate
Microeconomics, Intermediate Macroeconomics, and Statistics before beginning the fifth
year of study. Interested students should contact the Pitzer Economics faculty.
Requirements for the Major in Mathematical Economics
A major in Mathematical Economics requires the successful completion of:
(i) One year of Principles of Economics.
(ii) One year of Economic Theory.
(iii) One semester of Economic Statistics.
(iv) One semester of Econometrics.
(v) Two upper level courses in Economics.
(vi) Three semesters of Calculus: Math 30 (or 30c), 31 (or 31a or 31c), and 32.
(vii) One semester of Linear Algebra followed by one semester of either differential
equations or probability. This can be satisfied by taking different sequences of
ECONOMICS
courses from different Claremont Colleges. Currently, these sequences are:
HMC: Math 73 (Linear Algebra) and then either Math 82 (Differential Equations)
or Math 151 (Probability).
CMC: Either Math 105 (Applied Linear Algebra) or Math 174 (Linear Algebra),
and then either Math 111 (Differential Equations) or Math 151 (Probability).
POMONA: Math 60 (Linear Algebra) and one of the following: Math 102
(Introduction to Mathematics for Modeling), Math 151 (Probability), or Math 187
(Deterministic Operations Research).
(viii) Senior Seminar in Economics in the student’s final year.
Requirements for Combined Major (Economics/Political Studies)
Students with an interest in both Economics and Political Studies should consider either
(a) a major in Political Economy (see Political Economy) or (b) a combined major in
Economics and Political Studies. Students interested in the combined major in Economics
and Political Studies must meet all the requirements for the economics major with the
following modifications. Students must take either the political studies senior seminar or
the economics senior seminar. Students taking the economics senior seminar only need to
complete two upper-level economics courses. Students not taking the economics senior
seminar need to complete three upper-level economics courses. They must also meet the
appropriate requirements in political studies. See Political Studies.
Double Major:
Students must complete the requirements for both majors, including any thesis or honors
requirements. Normally no more than two courses may be counted toward fulfilling the
requirements in both fields.
Honors candidates will be expected to achieve excellence in the above and to submit a
worthy senior honors thesis.
Minor in Economics requires the following:
(i) Principles of Macroeconomics (Econ 51)
(ii) Principles of Microeconomics (Econ 52)
(iii) Statistics (Econ 91)
(iv) 1 economic theory course [either Macroeconomics Theory (Econ 104) or
Microeconomic Theory (Econ 105)]
(v) 2 upper-level courses in economics (courses having Principles of Economics as a
prerequisite).
Special Economics Majors
With the approval of the Curriculum Committee, students may design special majors in
economics. Examples include business economics, international economics, and Asian
economics. These special majors must include the six core courses in the regular
97

98 ECONOMICS
economics major (two principles courses, two theory courses, statistics, and history of
economic thought) and the senior seminar. Special interests are accommodated in the
nature of the four upper level courses. Selected courses in other fields may be used to
satisfy this requirement.
Soc 13. Economy and Society. (See Sociology 13.) R. Volti. [not offered 2007-08]
51. Principles of Macroeconomics. Introduction to the determination of national income
and output including an examination of fiscal policy and monetary policy. Within this
framework, such problems as budget deficits, inflation, and unemployment will be
studied, as well as international economic issues such as trade deficits and exchange
rates. Basic economic principles will be applied to current policy questions. Fall, L.
Yamane/E. Stephens; Spring, E. Stephens.
52. Principles of Microeconomics. A study of the operation of the market system
(wherein relative prices and quantities are determined by supply and demand);
application of analytical tools (including algebraic and geometric) to current economic
policy problems; and an examination of the conditions under which the market system
will, or will not, optimally allocate resources. The determination of wages, profit, and
allocation of resources will be discussed as well as the problems arising from various
forms of monopoly. The course includes a demonstration of the interdependence of all
forms of economic activity. Fall, M. Federman; Spring, J. Lehman.
Econ 91. Statistics. An introduction to the statistical tools used in the quantitative
analysis of economic and political relationships. Topics include probability theory,
statistical estimation, hypothesis testing, and regression analysis. Spring, L. Yamane.
104. Macroeconomic Theory. Advanced analysis of the determination of national income,
employment, and prices in an open economy. Theories of consumption, investment,
business cycles, and the effectiveness of government stabilization policy are examined.
Various schools of thought are considered. Prerequisites :Econ 51 & 52. Spring, L. Yamane.
105. Microeconomic Theory. Theories of consumer behavior, demand, production, costs,
the firm, market organization, resource use, general equilibrium and income distribution
in a modern market economy. Prerequisites: Econ. 51 & 52. Fall, J. Lehman.
115. Labor Economics. This course will use economic analysis to study the behavior of,
and relationship between, employers and employees. Provides an introduction to the
characteristics of the labor market and analysis of wage and employment problems, with
a strong emphasis on policy issues. Among topics studied are job-seeking and
employment practices, the determination of wages and benefits, worker mobility and
immigration, discrimination, unionization, inequality, and unemployment. We will try to
answer such questions as: Why do “socially responsible” jobs pay less? Why do large
firms pay more? Is education a good social investment? Are unions good or bad?
Prerequisite: Econ 52. Spring, M. Federman.
ECONOMICS
124. Emerging Asia: Opportunities and Complexities. Asia contains many of the world’s
fastest growing economies. This course will focus on the political foundations of Asia’s
economic dynamism, covering the role of Japan, China’s rapid industrialization, recovery
and reform in East Asia, and India’s prospects of being the next regional superpower.
How do Asia’s giants-China, India and Indonesia-compare? We will explore many
perspectives on public policy during the rapid growth period and the subsequent
recovery to determine the distinctive features of Asia’s development and their
applicability in a changing world economy. Prereq: Econ 51 and 52. [not offered 2007-08]
125. Econometrics. Introduction to techniques and pitfalls in the statistical analysis of
economic data. The classical linear regression model, method of least squares, and
simultaneous-equation models are developed. The computer is used, but prior
programming experience is not required. Prerequisites: Econ 91. Fall, L. Yamane.
127. China and Japan: Economy and Society. This course will explore the evolution and
consequences of economic policies in China and Japan. The political, social, and cultural
settings of both countries will be considered, especially in regard to the ways in which
they have affected economic performance. Prerequisites: Economics 51 and 52. J. Lehman.
[not offered 2007-08]
132. Macroeconomic Policy: Case Studies. An exploration of case studies and issues in
macroeconomics from the perspective of the policy maker. Topics will include the U.K.
gold standard, 1930 depression, Kennedy tax cuts, Nixon flexible exchange rates, Volcker
interest rates, Mexican debt crisis, Thatcher monetary policies, Reaganomics, Japanese
financial liberalization, Europe 1992. Prerequisite: Econ 51 & 52. Spring, L. Yamane.
135. Money, Banking and Financial Markets. Discussion of various financial markets
such as money, bond and stock markets, and various financial institutions, banking and
non-banking. Introduction to the relevant basic monetary and financial theories. The
course will also cover the banking system and the money supply process of the Federal
Reserve, as well as the conduct of monetary policy such as its tools, goals, and
transmission mechanisms. Prerequisites: Economics 51 and 52. [not offered 2007-08]
140. Development Economics. An examination of the theory and process of economic
growth in less developed countries. The nature and determinants of economic change
and the related problems of political and social change will be emphasized. Prerequisites:
Econ 51 and Econ 52. Fall, E. Stephens.
141. The Chinese Economy. The course examines the development experience and
current issues of the Chinese economy. It will review the historical legacies of the central
planning from 1949 to 1978, and analyze the economic reform and transition to a market
economy from 1978 to the present time. The course will also discuss the current problems
and future challenges facing the Chinese economy and its relationship with the rest of the
world in the context of globalization. Prerequisites: Econ 51 and 52. [not offered 2007-08]
99

100 ECONOMICS
IIS. 141. Agricultural Economic Development in the Third World. (See International and
Intercultural Studies). Fall, L. Tongun.
142. The Japanese Economy. Broad introduction to the Japanese economy. Process of
economic development since the Meiji Restoration. Macroeconomic growth, monetary
and fiscal policy, industrial policy, labor markets, savings and investment in the post-war
Japanese economy. Discussion of Japan’s current economic conditions and policy issues.
Prerequisite: Econ. 51 and 52. L. Yamane. [not offered 2007-08]
145. International Trade and Finance. A study of the fundamental principles of
international economic relations. Subjects covered include the economic basis for
international specialization and trade, economic gains from trade, commercial policy and
its effects, foreign exchange markets, the balance of international payments, and
international monetary problems. Prerequisites: Econ. 51 and 52. Spring, J. Lehman.
148. Issues in International Trade and Development Policy. This course focuses on key
aspects of international trade and investment policies in the industrial and less developed
countries and their implications for national economic development and the operation of
the international economic system. Prerequisite: Econ. 51 & 52. Spring, J. Lehman.
149. Asian Economic Development. With occasional reference to the experience of Japan
and China, we will analyze the post WWII economic development of South Korea,
Taiwan, Hong Kong, and Singapore in comparison to other countries such as Thailand,
Malaysia, Indonesia, and the Philippines. We will consider differential responses to the
Asian crisis and its aftermath. Prerequisites: Econ 51 and 52; Econ 104 and 105
recommended. J. Lehman/T. Willet. [not offered 2007-08]
155. History of Economic Thought. The development of economic doctrines and analysis
from ancient times to the present, concentrating on the events subsequent to 1775.
Particular emphasis will be placed on the historical perspectives of both individuals and
ideas, as well as on the mechanisms through which analytical development occurs. A
constant theme will be a comparison of the various economic analyses used in the past
with our present engines of analysis. Prerequisite: One year of Principles of Economics or
consent of instructor. [not offered 2007-08]
163. The Economics of Poverty & Discrimination. With a strong policy focus, we discuss
the definitions and measurement of poverty and explore views of the causes. We consider
racial, class, and sex discrimination in education and labor markets, and examine policy
options and debates in welfare, affirmative action, social insurance, and the like.
Prerequisite: Econ. 52. M. Federman. [not offered 2007-08]
172. Environmental Economics. The theory and practice of environmental economic
policy. This course applies tools of economic theory including externalities, public goods,
and cost-benefit analysis to the study of environmental issues, with a strong emphasis on
policy issues. Topics include pollution control, water policy, global warming, and
biological diversity. We consider alternative public policy instruments for environmental
ECONOMICS
improvement, including the use of direct controls versus market controls. Prerequisite:
Econ. 52. Fall, M. Federman.
174. Health Economics. The economics of health-care and health insurance reform.
Topics include economic determinants of health, the medical care and medical insurance
markets, and the role of government in the provision of health care and insurance.
Current issues in health reform including managed care, Medicare spending, and
universal coverage are discussed in detail along with consideration of alternative models
of health care delivery and financing in the U.S. and other countries. Prerequisite: Econ.
52. M. Federman. [not offered 2007-08]
176. Public Finance. The role of government in the market economy, including
consideration of the rational for government activity, the effects of government
intervention, and interactions across levels of government. Current policies issues
examined include taxation, income redistribution, social insurance, and local public
goods such as education. The city of Ontario will be examined as a case study to examine
several of these issues from a local government perspective. Prerequisite: Econ. 52.
Spring, M. Federman.
101
180. Finance. This is an introductory course designed to provide students exposure to the
foundations of finance. The course is a mixture of theory and practice. The main goal is to
familiarize students with the variables that affect the return of various financial assets,
namely time and risk. The course is divided into three parts: fist some time will be spent
describing the financial markets; the second part of the course focuses on the value of
time and on bond pricing; finally the third part deals with the concept of risk and shows
how an asset’s performance is related to its risk. Throughout the course the practical
aspects of finance will be emphasized and the theory will be applied in real world
examples. Although many aspects of modern finance are very technical, this being an
introductory class, the Math level will be kept to the bare minimum. However, students
should have basic Math and statistics knowledge. Prerequisite: Econ 52.
[not offered 2007-08]
198. Senior Seminar. Analysis of selected topics in economics. Emphasizes recent
developments in economic literature. Prerequisites: Econ 51 & 52. Fall, L. Yamane.
199. Senior Thesis. Staff.

102 ENGLISH AND WORLD LITERATURE
ENGLISH AND WORLD LITERATURE
Through literature we experience other lives and learn to read our own as we grapple with
the social and ethical implications of the knowledge we acquire. We learn those lessons best
when the literature we study includes the voices of a diverse array of writers, and when we
are responsive to the ways in which such voices and texts change our conceptions of art,
culture and society.
Coursework in the English and World Literature major is designed to develop and improve
the student’s capacity to engage in meaningful interpretation, creative writing, analytical
thought, and aesthetic appreciation. Majors and non-majors alike will have the opportunity
to gain an awareness of the intellectual and historical contexts of literature while they work
to achieve skillful written and oral expression. Abilities gained in coursework are essential
for other academic disciplines (and many English and World Literature majors pursue
double majors and concentrations in other fields), and are also indispensable for graduate
study and for careers in many fields (for instance, art, law, journalism, education, nonprofit
and non-governmental organizations, business, advertising, and creative and
professional writing).
Pitzer Advisers: S. Bhattacharya, L. Harris, N. Masilela, E. Vasquez, A. Wachtel.
Requirements for the Major
A major in English and World Literature requires the satisfactory completion of ten
courses, which may include senior seminars and independent study courses. Six courses
should be completed prior to the senior year. Majors are also encouraged to attain at least
reading knowledge of a language other than English (two years of college-level courses).
There are two tracks for the major: Literature; and Creative Writing.
English and World Literature
• Engl 1. Introduction to Literary Studies or Engl 125. Literary Theory
• One course in British Literature before 1780
• One course in British Literature after 1780
• One course in American Literature
• One course in Twentieth-Century American Literature or World Literature
• Five elective courses in English and World literatures
English and World Literature: Creative Writing
• Engl 1. Introduction to Literary Studies or Engl 125: Literary Theory
• One course in British Literature that best enhances the student’s creative
orientation
• One course in American Literature that best enhances the student’s creative
orientation
• Engl 30. Introduction to Creative Writing (may be repeated for credit)
• Engl 130. Advanced Creative Writing (may be repeated for credit)
ENGLISH AND WORLD LITERATURE
• Two literature courses in the genre of the greatest significance for the student’s
primary field of creative interest
• Two creative writing courses (may be Independent Study)
• Engl 199a or b. Senior Seminar in Creative Writing
Combined Major: A combined major in English and World Literature requires the
satisfactory completion of at least seven courses:
• E Engl 1. Introduction to Literary Studies or Engl 125. Literary Theory
• One course in British Literature
• One course in American Literature
• One course in Twentieth-Century and/or World Literature
• Two elective literature courses
• A project, thesis, senior seminar, or independent study in which the constituent
fields of the major are interrelated.
Minor:: A minor in English and World Literature requires the satisfactory completion of
six graded courses:
• Engl 1. Introduction to Literary Studies or Engl 125. Literary Theory
• Ene course in British Literature
• One course in American Literature
• One course in Twentieth-Century and/or World Literature
• Two elective literature courses
Honors: Students in the Literature track with at least 3.50 GPA (cumulatively and in
EWL) will be invited to write a Senior Thesis to be reviewed by all EWL faculty for
Honors upon graduation. Students in Creative Writing who meet the above GPA
requirements may also qualify for Honors if their senior projects are of sufficiently
outstanding quality.
AP credit will be accepted toward graduation (half credit for a score of 4 and full credit
for a score of 5) but will not be counted toward the ten courses required for an English
and World Literature major.
1. Introduction to Literary Studies. Through extensive practice in close reading, analysis,
writing, and basic research methods, this course introduces students to theoretical and
critical issues in literary studies and teaches the skills needed to study literature with
understanding and pleasure. Readings draw on a wide range of Anglophone and world
literatures. Fall, S. Bhattacharya.
9. Writing Autobiography as Service-Learning. A service-learning course in which Pitzer
students and community participants explore autobiography, how it produces a private
space within prevailing public discourse, a space of social theory, historical revision, and
self-reflection. Assignments are organized around hands-on community service in a
literacy program at an off-campus community-based location. Spring, L. Harris.
103

104 ENGLISH AND WORLD LITERATURE
10a. Survey of British Literature I. A survey covering representative works of British
literature from the early Middle Ages to the 18th century. Works will be studied
according to traditional methods of literary analysis. Fall, A. Wachtel.
10b. Survey of British Literature II. A survey of the important texts and contexts of
British literature from the 18th century to the present, with attention to representations of
gender, class, race, sexuality, and other aspects of identity. Spring, S. Bhattacharya.
11a. Survey of American Literature I. A survey of the important texts and contexts of
American literature from the Colonial period to 1880, with attention to the intellectual
and cultural forces that influenced the literary tradition. Fall, E. Vasquez.
11b. Survey of American Literature II. A survey of the important texts and contexts of
American literature from 1880 to the present, with attention to a variety of cultural and
literary movements of the period. E. Vasquez. [not offered 2007-08]
12 BK. Introduction to African American Literature. This course is a survey of major
periods, authors, and genres in the African American literary tradition. This is the second
half of a two-semester course offered through IDBS faculty. This course will cover the
major literatures produced from the turn of the twentieth century to a contemporary
period. Offered every spring semester. Spring, L. Harris.
14. Introduction to African Literature and Film. One of the seriously debated issues
concerning African literature today is whether that portion of it written in the European
languages forms a constitutive or central part of it. This issue is interwoven with the
relationship between oral literature and written literature within Africa’s cultural space.
Diverse genres from the different corners of Africa will be read into each other as
defining a particular discourse: for example, Ngugi wa Thiongo from Kenya, Wole
Soyinka from Nigeria, Nadine Gordimer from South Africa. N. Masilela.
[not offered 2007-08]
Crea 18. A History of the Creative Process. [See Creative Studies 18]. N. Masilela.
[not offered 2007-08]
20. Introduction to the Study of Drama. This class will study Postmodernism, a cultural
logic informing artistic creativity in the last quarter of the 20th century. The works of
Vladimir Nabokov and Samuel Beckett will be read as marking the end of Modernism
and ushering in the new age of Postmodernism. Then the class will explore such writers
as Italo Calvino, Julio Cortazar and Don DeLillo, among others, in the context of a variety
of Postmodernist theories. E. Vasquez. [not offered 2007-08]
25. World in a Nutshell: The Short Story. A close study of the short story genre, focusing
on such authors as Hawthorne, James, Hemingway, Joyce, Porter, Faulkner, O’Connor,
Elkin, Roth, Olsen, Malamud, and Updike. In addition to reading and writing about the
stories of others, students will be writing and revising stories of their own.
Recommended for first-year students and sophomores. A. Wachtel. [not offered 2007-08]
ENGLISH AND WORLD LITERATURE
30. Introduction to Creative Writing. We shall be studying and writing short stories,
poems, and short plays. Students will read their work at workshop meetings in class.
Fall, A. Wachtel.
30c. Creative Writing: Screenwriting. Introduction to and overview of the elements of
plot, theme, character and dialog in writing for television and film drama. Exercises in
screenwriting in which theme, plot, dialog and images are integrated into scenes and
sequences which will be read, analyzed and critiqued in a workshop setting.
[not offered 2007-08]
44. Introduction to Latin American Literature and Film. The course will attempt to
define Latin America as a literary and historical construct. The survey will cover essential
and classical works of Latin American literature. The literary lineages of these works will
be uncovered in an attempt to trace their historicity. A series of Latin American films
which grapple with the historical problems facing this continent will also be shown.
Spring, N. Masilela.
51. Literature of the Supernatural. This course investigates the idea of the strange and
uncanny in British literature, focusing on the theme of ghosts and hauntings. Through
encounters with some of the most famous and eerie specters stalking the pages of
literature, we explore the strange pleasures of feeling afraid and raise questions about the
persistence of the past into the present. Fall, S. Bhattacharya.
107. Harlem & Sophiatown Renaissance: A Comparative Study in Influences. The
course will explore how the American Harlem Renaissance influenced and inspired the
South African Sophiatown Renaissance in the construction of African modernities.
Although some films will be shown, the course will primarily preoccupy itself with
literary texts. Fall, N. Masilela.
108. Latino Literature: Through Time and Across Borders. This is a course in Latino
literature from the colonial era to the contemporary period and across national borders.
Reading major authors, themes, and movements, the class will also give critical
consideration to the manner in which Latino literature actively engages in an impels
societal change. Spring, E. Vasquez.
110. Novel on Screen. This class explores the intersections of film and literature to
discover how the dialogue between the two media enhances our reading experience of
the printed word while developing new kinds of visual literacy. The class will focus on a
selection of British novels that have been adapted for film. Fall, S. Bhattacharya.
105
112. Rule Britannia: Imperialism and Victorian Literature and Culture. This course
examines issues of empire in nineteenth-century British literature and culture. It
considers how the literature of the period represented, aided, or resisted the development
of the empire, both abroad and at home. It focuses on two key themes: the “civilizing
mission”; and the “imagined community” of Great Britain. S. Bhattacharya.
[not offered 2007-08]

106 ENGLISH AND WORLD LITERATURE
114. British Women Writers Before 1900. This course focuses on the development of a
female tradition in British literature through considerations of selected works of women
writers before 1900. We will explore the voices and values of women writers in the
context of the literary and cultural conditions confronting them. Fall, S. Bhattacharya.
125. Literary Theory. This course provides an advanced survey of literary theory, with
particular attention to contemporary critical theories focusing on language and
representation. Spring, S. Bhattacharya.
129. Web site as Archives of Literature, Literary and Intellectual History. The course
will examine and instruct how one undertakes research concerning old newspapers and
journals as well as forgotten books of past centuries in search of short stories, essays and
other generic forms with the intent of assembling them on the Internet as anthologies.
The course will also impart the necessary technological skills. N. Masilela.
[not offered 2007-08]
130a. Advanced Creative Writing: Poetry. Staff.
130b. Advanced Creative Writing: Fiction. Staff.
130c. Advanced Creative Writing: Screenwriting. Staff.
132BK. Black Queer Narratives and Theories. This course examines the cultural
productions of black queer artists and scholars whose focus on race and sexuality at the
intersections of black, feminist and queer history and thought shape the content and form
of a black queer narrative in the latter twentieth century (approximately 1985-2005).
Spring, L. Harris.
134BK. Harlem Renaissance: Gender, Class & Sexuality. This course is a survey of
African American literature and culture produced during or linked to the 1920s Harlem
Renaissance. Central to the course is an ongoing survey and analysis of popular cultural
forms such as the blues, social dance, film, and musical theater. Prerequisite: One lower
division literature or one Black Studies course. L. Harris. [not offered 2007-08]
142. Feminist and Queer Studies: Theories of Sexuality. This course examines theories
of sexuality produced in a dialogue between feminist and queer studies in the late
twentieth century, from approximately 1970 to 2005. We engage multiple and conflicting
discourses on sexuality in relation to historical context, political economy, race, gender,
nation, community, and across academic, activist, and artistic cultural production.
L. Harris. [not offered 2007-08]
145. Modern Mexican Literature and Film. The course will examine the structure of
Mexican literature from the Mexican Revolution (1910) to the present. How this literature
preoccupied itself with modernity and modernism will be one of the central aims of the
course. Octavio Paz, Juan Rulfo, Elena Poniatowska, Carlos Fuentes and others will be
read. Fall, N. Masilela/E. Vasquez.
ENGLISH AND WORLD LITERATURE
159b. Shakespeare: Tragedy and Beyond. This course is devoted to the evolution of
Shakespearean tragedy from the last years of his period of high romantic comedy to the
end of his tragic period. We will be concerned also with Shakespeare's reception and
interpretation in Germany. Prerequisite: One of the following or the equivalent-English
10a or 10b or 11a or 11b, or some lower or upper division literature course.
Fall, A. Wachtel.
107
160. Literature of the Americas. From north to south, writers of the western hemisphere
have had a vital influence on the construction of American identity. In this course, we will
attempt to answer for the American desire to be exceptional and to understand how this
exceptionality has played out over time in literature and society. Spring, E. Vasquez.
182. Latina/o Book Clubs: A Community Studies Course in Youth Literary Cultures.
This community course will take the shape of a book club. It will consist of organized
intellectual conversations focused on course readings in Latina/o and Latin American
literature. Spanish language skills are not required. However genuine interest in Spanishspeaking
young adult communities and cultures is essential. Fall, E. Vasquez.
189. Postmodernism. The course will attempt to define the concept of postmodernism. In
the process, the cultural, political and philosophical foundations of this new cultural
phenomenon will be examined. An attempt will be made to situate postmodernism in its
proper sequential order in relation to modernism and romanticism. Literary works
exemplifying this cultural dominant will be read. N. Masilela. [not offered 2007-07]
193a. Fictions of James Joyce. We shall be studying the evolution of form and content in
Joyce's works from his first major efforts at the turn of the century through the
completion of Ulysses. Our guiding questions will be why Joyce presents his material as
he does and how his work relates to the literary and extra-literary intellectual concerns of
our time. Spring, A. Wachtel.
199a&b. Senior Thesis. Staff.

108 ENVIRONMENTAL STUDIES
ENVIRONMENTAL STUDIES
Environmental Studies is an interdisciplinary program focusing on the interaction
between the human and non-human components of the biosphere. It strives to apply the
diverse orientations of the social sciences, humanities, and natural sciences to
environmental issues. The major is divided into three areas of study: human ecology,
which explores humankind’s relationship with the nonhuman world, human origins,
cultural ecology, and the impact of human populations on the earth; environmental
policy, which investigates the politics, economics, and ethical implications of ecology; and
natural sciences, which encompass the study of biological systems, ecology, natural
resources, and conservation. Resources for field research include: the Pitzer in Costa Rica
Program, Pitzer’s John R. Rodman Arboretum, and the Bernard Field Station.
Environmental Studies can provide an integrated, unifying perspective on life, as well as
a program for effecting positive change. The perspectives provided by this program will
help prepare students for graduate work and careers in teaching, public policy and
administration, law, environmental sciences, international affairs, and the non-profit
sector. Environmental Studies students are encouraged to consider a combined major or
minor in another discipline.
Pitzer Advisers: P. Faulstich, M. Herrold-Menzies, K. Miller, S. Miller, and A. Wakefield
(at Pitzer); D. Guthrie, D. McFarlane, and K. Purvis-Roberts (at Joint Science).
Arboretum Director: Joe Clements
The Environmental Studies major consists of course work in three broad areas: human
ecology, environmental policy, and natural science. In order to achieve breadth in the
field, all majors are required to complete at least eleven (11) courses, including the
following:
• Envs 10: Environment & Society
• Human Ecology: Three courses.
• Policy: Post 176: Environmental Policy and one additional environmental policy
course.
• Science: Three courses in natural science (Biology 43 and 44 are recommended);
one of which must be advanced (numbered 100 or above).
• Environmental fieldwork, an appropriate study abroad program, or a relevant
internship or clinic course.
• In order to achieve some depth, majors must take two (2) additional courses from
within one of the main topic areas: Human Ecology, Policy, or Natural Science.
• An academic portfolio documenting competence in the major.
Courses in each of these areas are listed below. You should consult with your adviser
about the best choices for your interests and career. Majors may want to consider
participating in the Pitzer in Costa Rica Restoration Ecology Program as a study abroad
experience. Completion of this program fulfills one human ecology requirement, one
natural science requirement and the environmental fieldwork requirement. Interested
students should note that one year of college-level Spanish is a prerequisite for this

110 ENVIRONMENTAL STUDIES
program. Other relevant courses, both at Pitzer and at the other consortium colleges, may
count toward a major or minor in Environmental Studies; consult with your adviser for
course approval. Appropriate courses from the Environmental Analysis program at
Pomona College, the intercollegiate Science, Technology, and Society program, and
HMC’s Environmental Policy program may also count toward a major or minor in
Environmental Studies.
By graduation, all majors should create a portfolio, which includes the following:
• A letter of self-recommendation, using the above goals as guidelines,
• An evaluation of their Environmental Studies major and achievement of its
objectives, and
• A research paper representing their best work and demonstrating competence in
understanding and evaluating environmental concerns.
Students enrolled in the Capstone Seminar will develop this portfolio during the course.
Other students will need to complete it in conjunction with their adviser.
Human Ecology:
Hist 16.Environmental History
32. Environments Workshop
36. Native Americans and Their Environment
39. Environments, Arts and Action
46. Environmental Awareness and Responsible Action
48. A Sense of Place
50. Nature through Film
74. California’s Landscapes: Diverse Peoples and Ecosystems
85. Social Justice and Natural Resources
Anth 110. Nature and Society in Amazonia.
104. Doing Natural History
140. The Desert as a Place
141. Progress and Oppression: Ecology, Human Rights, and Development
144. Visual Ecology
146. Theory and Practice in Environmental Education
147. Ecology, Community, and Design
148. Ethnoecology
149. Ecology and Cultural Change
Anth 164. North American Archaeology
162. Gender, Environment & Development
168. Humans and Their Environment: Prehistoric Perspectives
Policy Courses:
93. Policy Analysis
108. Environmental Policy
159. Natural Resource Management
171. The Politics of Water
Econ 172. Environmental Economics
Govt 119. Intro. To Environmental Law and Regulation (CMC)
Govt 120. Environmental Law (CMC)
Post 136. The Politics of Environmental Action (Pomona)
Posts 179. International Environmental Policy Courses (HMC)
Natural Science:
ENVIRONMENTAL STUDIES
43. Introductory Biology
44. Introductory Biology
62. Environmental Science
70. Topics in Environmental Science
137. Plant Classification and Adaptations to the Environment
Bio 104. Conservation Biology (Pomona)
134. Field Biology
137. Plant Classification and Adaptations to the Environment.
150. Ecology
152. Evolution
156. Tropical Ecology
169. Marine Ecology
Geo 2. Environmental Geology (Pomona)
Fieldwork, Internship, or Clinic (one course): The goal of this requirement is to move
beyond the classroom and library to the field to engage students in research and action
with an environmental, ecological or policy focus. There are a number of ways to meet
this requirement including: biological or ecological fieldwork, environmental internship
in local or county government, environmental internship in an environmental
organization, environmental work on a study abroad program, ENVS 146 (Theory and
Practice in Environmental Education), ENVS 104 (Doing Natural History), or a special
environmental independent study designed by the student and a faculty adviser. Please
consult with your adviser when selecting an appropriate option.
Capstone Seminar: This is an optional junior/senior seminar designed to allow
Environmental Studies students to reflect upon and integrate their major. For 2007-2008
the capstone seminar will be: ENVS 150 Critical Environmental News.
A Minor in Environmental Studies will be awarded upon successful completion of a
minimum of seven courses, with at least two courses in human ecology, one in policy,
and one in natural science, and a relevant field research project or internship.
Honors. Students with a cumulative and major GPA of 3.5 or higher may be considered
for honors in Environmental Studies. Honors candidates must write and successfully
defend a senior thesis. An equivalent body of work can substitute for the senior thesis as
appropriate. The determination of honors is based on excellence in course work in the
major and the quality of the senior project as determined by the field group. It is strongly
recommended that honors candidates enroll in the Environmental Studies Capstone Seminar.
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112 ENVIRONMENTAL STUDIES
10. Environment & Society. This course, required for the Environmental Studies major, is
an interdisciplinary examination of some of the major environmental issues of our time.
This course explores aspects of society’s relationship with environment using the
humanities, social sciences and natural sciences. Topics include: environmental ethics and
philosophy; ecosystems, biodiversity, and endangered species; North/South
environmental conflicts; air pollution and acid rain; ozone depletion; climate change;
biotechnology; and international environmental policy. Fall, M. Herrold-Menzies.
Anth 12. Native Americans and Their Environments. (See Anthropology 12.) S. Miller.
[not offered 2007-08]
Art 37. Environments, Arts, & Action. (See Art 37) Spring, K. Miller.
Bio 43L. Introductory Biology. (See Science: Biology 43L.) Fall/Spring, J. Armstrong, R.
Justice, D. Sadava, Z. Tang.
Bio 44L. Introductory Biology. (See Science: Biology 44L.) Spring,, D. Guthrie, M. Preest, Staff.
46. Environmental Awareness and Responsible Action. A course facilitated by advanced
Environmental Studies majors in conjunction with the professor. We examine lifestyle
choices and campus policies in relation to waste management, water usage, energy
conservation, and plant and animal habitat. The course is designed to help students
understand the pervasion and significance of ecological problems, as well as their causes
and solutions. Theoretical investigations of biodiversity, sustainability, bioregionalism,
environmental philosophy, and other topics will provide the foundation for informed
action in which students will participate in addressing environmental issues at the
Colleges and beyond. P. Faulstich. [not offered 2007-08]
48. A Sense of Place. A ‘sense of place’ begins with interactions between people and the
world, and develops from the environment within which humans exist. The course
engages students in the creative and intellectual process of developing an understanding
of critical connections between person and place; between who we are and where we are.
P. Faulstich. [not offered 2007-08]
50. Nature through Film. We examine ideas of nature and the environment and how
they have been explored in film. From wildlife documentaries, to popular dramas of
environmental struggles, to cult classics and Disney’s animated visions of nature, the
human-nature relationship has been depicted through film to transmit particular views
of the world. We view and study films, read relevant theory, and actively critique ways in
which our worldview has been shaped and impacted by cinema. Fall, P. Faulstich/M.
Herrold-Menzies.
Bio 62L. Environmental Science. (See Science: Biology 62L.) D. Guthrie.
[not offered 2007-08]
ENVIRONMENTAL STUDIES
74. California’s Landscapes: Diverse Peoples and Ecosystems. Explores the diverse
ecological and cultural landscapes of California, examining how different groups (Native
American, Hispanic, African-American, Asian, and European), have transformed
California’s rich natural resources. Topics include: Native Americans of the Los Angeles
Basin and the Redwood Forests; Spanish-Mexican missions of southern California;
African-American miners in the Sierra; Chinese and Japanese farmers in the Central
Valley; and the wildland-urban interface of LA. Course fee $30 for two required Saturday
field trips. M. Herrold-Menzies. [not offered 2007-08]
Anth 77/Hist 77. Great Revolutions in Human History? The Agricultural and Industrial
Revolutions Compared. This seminar examines and compares the complex changes in
human existence known, respectively, as “the agricultural revolution” and the “industrial
revolution.” Topics include: (i) the received understanding of each of these “revolutions”
in “developmental” or “social evolutionary” terms; (ii) the environmental history of each;
(iii) how these two historical complexes have been framed as similar, despite divergences
in their forms and structures, in terms of independent invention, diffusion, and
sustainability. Prerequisite: Anth 21. Spring, D. Segal.
85. Social Justice and Natural Resources. Explores the relationship between
environmental protection and social justice. Topics include: environmental racism and
toxic waste sites in African-American communities; the removal of Native Americans to
create national parks; conflicts around nature reserves in parts of Africa and Asia; Hispano
land conflicts in the southwest; farmworkers’ exposure to pesticides M. Herrold-Menzies.
[not offered 2007-08]
90. Economic Change and the Environment in Asia. This course introduces students to a
broad range of environmental issues in Asia. As many Asian nations have experienced
rapid economic development, these economic changes have had dramatic impacts on the
natural environment. In this class we examine the government policies, economic
conditions, and social movements that are shaping the natural environment in Asia. M.
Herrold-Menzies. [not offered 2007-08]
Art 103. Environments Workshop. (See Art 103.) K. Miller. [not offered 2007-08]
104. Doing Natural History. The interdisciplinary field of Natural History links the
natural sciences to the humanities and social sciences by combining ecological field
studies with drawing and painting, cultural history, and social analysis. This course
introduces students to the complicated history of natural history and the rich botanical
and wildlife studies that naturalists have completed, while having students actively
doing natural history themselves at the Pitzer Arboretum and Bernard Field Station. Two
Saturday field trips are required. M. Herrold-Menzies. [not offered 2007-08]
105. Native American Environmental History: Cultural, Political, and Postcolonial
Issues. This course will examine the stories (from the oral tradition as well as academic
history) of the relationship that Native North and South American peoples have had to
their environment. Particularly emphasized will be the manner in which the various
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114 ENVIRONMENTAL STUDIES
understandings of this relationship affect these communities in terms of their own
concepts of culture as well as their understanding of and response to their colonization.
In addition, the politics that affect the academic history as well as the manner in which
the various histories affect actual policies that regard Native American communities and
nations will be examined. Spring, B. Burkhart.
124. Protecting Nature: Parks, Conservation Areas & People. Creating parks and
conservation areas is one major way that governments and non-governmental
organizations attempt to protect endangered species and biodiversity. In this class we will
examine a variety of protected areas, conflicts around these areas, and programs
designed to reduce these conflicts. We will use the Bernard Field Station as a central case
study. Spring, M. Herrold-Menzies.
130. Environmental Ethics and Public Policy. This course will examine the bearing of the
themes, concepts, problems, theories and methods of moral philosophy upon current
environmental issues, particularly as applied to public policy. The course will examine
both the philosophical concepts of, for example, intrinsic value, anthropocentrism, as well
as the application of ethical reflections to policies regarding, for example, population
growth and control and the development vs. preservation of wilderness. Fall, B. Burkhart.
Envs 135/ Anth135. Plants and People. Plants play an important role in nearly all areas
of human activities and are the basis of human culture. Topics to be covered include
plants used for food, medicine, clothing, shelter and poisons, past and present uses of
indigenous and introduced plants by Native Americans, current uses of plants growing
in California and sustainable plant communities. Course activities include field trips, field
identification, and preparation and consumption of certain plants. Spring,
S. Miller/M. Herrold-Menzies.
140. The Desert as a Place. An interdisciplinary investigation of the desert environment
as a place, with some emphasis on Australia and the American Southwest. Correlations
between natural and cultural forms, histories, materials, motives, and adaptations will be
studied. Topics to be considered will include structural and behavioral adaptations in the
natural and cultural ecologies; climate, geomorphology and architectural form; taxonomy,
desert flora and fauna and their cultural uses; and various ramifications of the interaction
between the desert ecology and cultural consciousness in arid zones. Enrollment is
limited. Course fee: $40 (for field trips). Spring, P. Faulstich.
141. Progress and Oppression: Ecology, Human Rights, and Development. This class is
concerned with the state of tribal peoples and ethnic minorities around the world.
Particular attention is given to environmental problems and their effects on diverse
peoples. We explore case studies of the cultural and environmental consequences of
rainforest destruction, tourism, energy development, national parks, and war. We critique
programs to assist oppressed peoples and the environments which sustain them.
Participants are asked to choose a geographical, cultural, and topical area and make
recommendations particular to the problems and the needs of that region. P. Faulstich.
[not offered 2007-08]
ENVIRONMENTAL STUDIES
143. Exhibiting Nature. An exploration of how natural history and anthropology
museums, botanical gardens, zoos, national parks, and the like present a view of nature
and human societies. Enrollment is limited. Field trip fee: $40. P. Faulstich. [not offered 2007-08]
144. Visual Ecology. This course explores how ecological insights, issues, and concerns
are investigated, illuminated, and manipulated through visual media. Examples include
nature photography (both fine art and documentary), documentary films, and
photographic essays. Spring, P. Faulstich.
Bio 145. Evolution. (See Science: Biology 145) Fall, D. McFarlane.
146. Theory and Practice in Environmental Education. Students are trained in principles
of environmental education, and serve as instructors to children from elementary schools
in Pomona and Claremont. Participants work in teams to develop and teach effective
environmental curricula at the Bernard Biological Field Station. In addition to teaching
environmental ethics, local ecology, and critical ecological concerns, course participants
serve as role models of environmental sensibility and community involvement. Enrollment
is provisional until after the first class meeting when course applications are distributed.
Spring, P. Faulstich.
Bio 146L. Ecology. (See Science: Biology 146L) Fall, D. McFarlane.
115
147. Community, Ecology, and Design. This course is geared toward envisioning and
creating an ecological future. We study aspects of community planning, architecture,
urban design, and transportation in an exploration of alternatives to current patterns of
social living. Combining ecological design principles and social concerns, this course
offers environmental perspectives, concrete examples, and practical experience for making
our communities socially healthy and ecologically benign. P. Faulstich. [not offered 2007-08]
148. Ethnoecology. This course investigates the ecological priorities and concepts of
various peoples, from so-called “fourth world” hunters and gatherers to “first world”
scientists. What we isolate and consider as ecological knowledge includes those aspects of
culture that relate to environmental phenomena directly (e.g., resource exploitation) and
indirectly (e.g., totemic proscriptions). Thus, this ecological knowledge affects subsistence
and adaptation. Ethnoecology—the study of cultural ecological knowledge—begins, like
the science of ecology itself, with nomenclatures and proceeds to considerations of
processes. In this course we study beliefs about the relationship between humans and the
environment as expressed in both Western science and the traditions of Native peoples,
and we explore where these cultural systems of knowing intersect and diverge. P. Faulstich.
[not offered 2007-08]
149. Ecology and Culture Change. This course studies relationships between changing
natural systems and changing socio-cultural systems. We will investigate the approaches
to ecological and social dynamics (change, degradation, evolution, revolution), with a
focus on the factors which link ecological and human processes. Theoretical and applied
perspectives on change will be studied at both the micro and macro levels. Emphasis will

116 ENVIRONMENTAL STUDIES
be placed on evaluating and understanding how peoples create and respond to change.
Global issues of ecology and intercultural communication will guide our inquiries. P. Faulstich.
[not offered 2007-08]
150. Critical Environmental News. [formerly Seminar: I Read the News Today, Oh Boy.]
A seminar examination of how environmental issues are portrayed in the news media.
Specific issues will be determined by the current news, but general concerns include
representation of the environment, habitat destruction, consumerism, development,
environmental justice, politics and the environment, local and global topics, media bias,
and environmental perception. Fall, P. Faulstich.
Bio 159. Natural Resource Management. (See Science: Biology 159) Spring, E. Morhardt.
162. Gender, Environment & Development. Examines the intersection of theories of
environmental degradation, economic development and gender. Social theories to be
examined include: modernization theory, dependency and world systems, women in
development vs. women and development, cultural ecology, eco-feminism, political
ecology and feminist political ecology, gender and the environment, and population. Men
are warmly welcomed to enroll! Fall, M. Herrold-Menzies.
Anth 164. North American Archaeology. (See Anthropology 164.) S. Miller. [not offered 2007-08]
Anth 168. Humans and Their Environments: The Prehistoric Perspective. (See
Anthropology 168.) S. Miller. [not offered 2007-08]
Bio 169L. Marine Ecology. (See Science: Biology 169L.) Spring, S. Gilman.
Econ 172. Environmental Economics. (See Economics 172.) Fall, M. Federman.
179. Worldview and Natural History. This seminar strives to increase understanding of
how worldviews are situated in the landscape, and how indigenous cosmologies function
as storehouses of critical knowledge of the natural world. Students will engage in
substantive, collaborative research on a selected topic. Areas of focus include symbolic
systems, traditional ecological management, Aboriginal Australia, and Botswana. P. Faulstich.
[not offered 2007-08]
190. Environmental Studies - Transdisciplinary Perspectives. An advanced,
transdisciplinary course exploring the many dimensions of sustainability. We discuss
issues of environmental education, cultural change, ecological restoration, social justice,
and environmental tourism. Critiques of these ideas and practices provide a foundation
for the ultimate concern of this course: Whether it is possible to create modern socionatural
systems that are truly sustaining. P. Faulstich/L. Arguelles. [not offered 2007-08]
See also, at Pitzer and the other consortium colleges, appropriate courses in Anthropology, Biology,
Economics, Environment, Economics and Policy, Environmental Analysis, Geology, Government,
International and Intercultural Studies, Political Studies, and Science Technology and Society.

118 GENDER AND FEMINIST STUDIES
GENDER AND FEMINIST STUDIES
Pitzer Advisers: M. Banerjee, M. Federman, C. Fought, A. Juhasz, L. Harris, S. Miller,
J. Parker, K. Rogers, S. Snowiss, and M. Soldatenko.
Scholarship on women addresses three kinds of pressing intellectual needs. The first is to
provide more information about women’s lives and contributions. The second is for the
revision of existing theory that claims to speak for all human beings while it has been
based almost exclusively on the experience of men. The third is for the integration of
perspectives shaped by sensitivity to race, class, ethno-national origin, and sexual
orientation within the study of gender.
Courses in Gender and Feminist Studies focus on the relations of power that have
produced inequalities between genders. We consider gender inequality a human
construction subject to change rather than an innate, ordained condition. In the classroom
and in research, our critical perspective challenges conventional concepts and methods of
analysis and encourages the formulation of new paradigms of teaching, learning, and
research that reflect the diversity of women’s experience.
Pitzer offers a major and a minor in Gender and Feminist Studies and combined majors
with other disciplines in the social sciences, in the humanities and fine arts, in the natural
sciences, as well as in interdisciplinary subjects, including Asian American, Black, and
Chicana Studies.
Pitzer’s Gender and Feminist Studies courses are part of the rich variety of Women’s
Studies courses offered by all The Claremont Colleges. Students who are interested in
courses other than those listed below should consult the Intercollegiate Women’s Studies
brochure of courses offered each semester. The Intercollegiate Women’s Studies Teaching
and Research Center is a centrally located facility at 1030 Dartmouth Street. Open to all
faculty and students of The Claremont Colleges, it provides programs of lectures and
seminars each semester.
The Pitzer Student Women’s Center, located upstairs in the Grove House, has a small
library devoted to gender and feminist studies and provides a meeting space for
interested students.
The Major requires a minimum of ten [10] courses, distributed among core courses [at
least one course from a, b, c & d] and three tracks.
Core Courses
a. Introduction to Women’s Studies, ID 26
b. Feminist Theory, such as Post 163; GFS 155CH; GFS 168
c. Intersectionality of gender/race/class/sexualities
GFS 60, GFS 61CH, GFS 115, GFS 154CH, GFS 155CH, GFS 168
Arhi 178; ASAM 90; Engl 42eBK; Engl 125d; Engl 134BK, Engl 140; Hist 171BK; MS 80
d. Senior Seminar [WS 190] or Senior Project/Senior Thesis [ID 191]
(Candidates for Honors must complete both the Sr. Seminar [ID 190] and Sr.
Project/Thesis [ID 191])
Tracks
GENDER AND FEMINIST STUDIES
Students should take at least one [1] course from each track that focuses on gender and
empowerment; and complete at least three [3] courses from one of the tracks:
1. Global, National and Local Communities
2. Creativity: Art, Literature, Spirituality, Identity
3. Sciences, Medicine, and Technologies
If students have two majors, no more than two[2] courses, including a methods course,
may be counted towards the completion of both majors.
Combined Major: Students wishing to complete a Combined Major in GFS and another
discipline are required to complete all the core courses, one course from two of the tracks
and two additional courses from one of those two tracks. All combined majors have two advisers.
Minor: Students interested in completing a Minor in GFS are required to complete the
Introduction to Women’s Studies, Feminist Theory, and Intersectionality courses from the
Core Courses and one course from each of the three tracks.
119
Honors: Students are required to have a cumulative and GFS GPA of 3.5 and the
recommendation of the field group based on the quality [A or A-]of the senior project or
thesis. In addition, candidates for Honors must complete both the Senior Seminar and the
Sr. Project/Sr. Thesis. Two advisers are required for the Sr. Thesis/Sr. Project and one must
be from the Pitzer GFS Field Group. The final version of the honors thesis or project to be
reviewed by the Field Group is due two weeks before the end of classes.
ID 26. Introduction to Women’s Studies. A cross-disciplinary examination of the study
of women. Current analysis of woman’s past and present role in society; her creativity;
her physical, emotional, and intellectual development; and her sexuality will be
examined by historians, psychologists, anthropologists, sociologists, biologists,
economists, political scientists, artists, and literary critics. M. Soldatenko. [not offered 2006-07]
60. Women in the Third World. This class explores the lives of women in Africa, Asia
and Latin America, and feminist writings that grow out of their experience. It addresses
such questions as these: What are their lives like? What are their accomplishments,
problems and priorities? How are they affected by and influenced by programs of
economic development? What feminisms have grown out of their varied experiences?
Why have these views been overlooked in Western feminist discourses? Fall, M. Soldatenko.
61CH. Contemporary Issues of Chicanas and Latinas. In this interdisciplinary course,
we will look at the contemporary experiences of Chicanas and Latinas in the United
States, addressing issues of culture, identity, gender, race and social class. Readings and
lectures provide historical background for our in-depth exploration of the latest
exemplary works in Chicana Studies. Attention is given to diverse manifestations of
cultural production in Chicana/Latina communities. Spring, M. Soldatenko.
115. Gender, Race and Class: Women of Color in the U.S.. We will explore the
contemporary experiences of African American, American Indian, Asian American/Asian
immigrant, Chicano/Latina, and White women, focusing on the social construction of

120 GENDER AND FEMINIST STUDIES
gender and race. We will place the experiences of women of color at the center of
analysis, looking at the socioeconomic and political conditions which affect their lives.
The power relations in the construction of women’s discourses will be presented as an
integral part of the struggle of “minority” groups in the U.S.. Prerequisite:
Fall, M. Soldatenko.
118. Gender and Global Restructuring. In this course we will explore the relationship
between globalization, gender and work. We will study the major trends of global
restructuring and their effect on the gender division of labor. Using examples of three
major gendered production networks: export production, sex work and domestic service
through the lives and experiences of poor women. Prerequisite: GFS 60 or equivalent.
Spring, M. Soldatenko.
154CH. Latinas in the Garment Industry. [Also Spanish 154] This research seminar will
study the lives and work of Latinas in the garment industry in Southern California, using
an historical and comparative approach. This course will consider the origins of this
industry in the U.S.A., including unionization efforts, and the impact of globalization on
women in plants abroad. The emphasis, however, is on contemporary Latinas working in
the Los Angeles area. Students will need to be available to participate in several
afternoon-long field trips to the garment district. This course fulfills Spanish requirement
only if the students are bilingual and write their papers in Spanish. Approval by Ethel
Jorge needed only for those interested in getting Spanish credit. M. Soldatenko/E. Jorge.
[not offered 2006-07]
155CH. Chicana Feminist Epistemology. We will learn about the Chicanas’ ways of
knowing. We will work towards an understanding of the origins, development and
current debates on Chicana feminism in the United States. Through the interdisciplinary
study of Chicana writings, we will search for the different epistemologies Chicanas
contribute to the debates on feminism and research methods. From the Marxist and
Socialist scholars to the postmodern conceptualizations in cultural studies, Chicanas have
struggled to conceptualize their identity, struggles and their own construction of
knowledge. Prerequisite: ID 26 or women’s studies course. Fall, M. Soldatenko.
GFS 166CH. Chicana Feminist Epistemology. Examination of Chicanas’ ways of
knowing and the origins, development and current debates on Chicana feminism in the
United States. The study of Chicana writings informs a search for the different
epistemologies and contributions to feminism and research methods. Fall, M. Soldatenko.
168. Women’s Ways of Knowing. We will examine the social location of individual
feminists producing theory. In other words, we will inquire into the classed, gendered,
and raced social construction of knowledge among feminists themselves. Sandra Harding
proposed three major epistemologies in feminism: feminist empiricism, feminist
standpoint epistemology and postmodern feminist epistemology. We will use Harding’s
model as a starting point, moving through several exemplary feminist readings. We will
depart from some basic questions: How do we know what we know? Who can be a
knower? How are we able to achieve knowledge? Letter grades only. Prerequisite: GFS/ID
26 or equivalent. M. Soldatenko. [not offered 2007-08]
ID 191. Senior Thesis or Project. Staff [Pitzer].
Cross-listed:
GENDER AND FEMINIST STUDIES
For course descriptions semester offered, and prerequisites of cross-listed courses, please
see the Intercollegiate Women’s Studies brochure or the relevant College’s course catalog.
Anthropology 50. Sex, Body and Reproduction. E. Chao.
Anthropology 88. China: Gender, Cosmology and the State. E. Chao.
Art 122. Intermediate Photography. (PO) S. Pinkel.
Art 123. Advanced Photography. (PO) S. Pinkel.
Art 183. Feminist Concepts in Media Studies. (SCR) N. Macko.
Art History 178. Black Aesthetics and the Politics of (Re)presentation. (PO) P. Jackson.
Art History 185G. Gendering the Renaissance. (PO) G. Gorse.
Asian American Studies 90. Asian American and Multiracial Community Studies.
(SCR) S. Suh.
Classics 114. Female and Male in Ancient Greece. (SCR) E. Finkelpearl.
Economics 122. Poverty and Income Distribution. (PO) C. Conrad.
English 9. Reading/Writing Autobiography. L. Harris.
English 42eBK. Girl-Worlds: Female “Coming of Age” Literature. L. Harris.
English 64C. Screenwriting. (PO) K. Fitzpatrick.
English 115. British Women Writers Before 1900. S. Bhattacharya.
English 125D. Literature and Film of the African Diaspora. (PO) V. Thomas.
English 132BK. Black Queer Narratives and Theories. L. Harris.
English 134BK. Harlem Renaissance. (See English 134BK.) L. Harris
English 140. Literature of Incarceration: Writings from No Man’s Land. (PO) T. Clark/V. Thomas.
English 141. Topics in Contemporary Fiction. (PO) K. Fitzpatrick.
English 162. Virginia Woolf. (PO) T. Clark.
English 174. Contemporary Women Writers. (SCR) G. Greene.
English 176. Southern Women Writers. (SCR) C. Walker.
English 177. The Memoir. (SCR) G. Greene.
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122 GENDER AND FEMINIST STUDIES
Environmental Studies 162. Gender, Environment and Development. M. Herrold-Menzies.
French 173. Reading Bodies. (PO) M. Waller.
History 148. Women in European History, 1450-1815. (CMC) L. Cody.
History 171BK. African American Women’s History. (SCR) R. Roberts.
History 172. Empire and Sexuality. (PI) C. Johnson.
History 172. Women in the U.S. (SCR) J. Liss.
History 174. Holiness, Heresy and Body. (PI) C. Johnson.
History 175. Magic, Heresy, and Gender in the Atlantic World 1400-1700. (PI) C. Johnson.
History 176. Public Women, Private Lives. (PO) P. Smith.
ID 26. Introduction to Women’s Studies. (PO) Staff.
ID 46. Situated Knowledges: Cultural Studies of 20th Century Anthropology. (PO) Staff.
IIS 110. (Mis)Representations of Near East and Far East. J. Parker.
IIS 160. Culture and Power. (See International Intercultural Studies 160) J. Parker.
IIS 167. Theory and Practice of Resistance to Monoculture. (PI) Fall, J. Parker.
Linguistics 110 Gender and Language. (PI) C. Fought.
Literature 94. Border Crossings: Immigration in Literature. (CMC) S. Bower.
Media Studies 46. Feminist Documentary: Production and Theory. (PI) A. Juhasz.
Media Studies 47. Independent Film Culture. (PI) A. Juhasz.
Media Studies 76. Gender and Genre. (PI) A. Juhasz.
Media Studies 80. Video and Diversity. (PI) M-Y. Ma.
Media Studies 110. Media & Sexuality. (PI). A. Juhasz/M-Y. Ma.
Music 119 Women in Music (SCR). J. O’Donnell.
Philosophy 25. Feminist Philosophy. (PO) J. Lackey.
Philosophy 150 Philosophy of Feminism. (SCR) S. Castagnetto
Political Studies 163. Feminist Theory. (PI) S. Snowiss.
Politics 46. Women and Politics. (PO) E. Crighton.
Politics 89A Feminist Political Theory. (PO) J. Stevens
Psychology 125. Psychology of Women. (PO) D. Burke.
Psychology 153. Socialization of Gender. M. Banerjee.
Religious Studies 106. Zen Buddhism. (PI) J. Parker.
Religious Studies 119. Medieval Religion of East Asia. (PI). J. Parker.
Religious Studies 163. Women and Gender in Jewish Tradition. (CMC) G. Gilbert.
Religious Studies 164. Engendering and Experience: Women in the Islamic Tradition.
(PO) Z. Kassam.
Religious Studies 175. Visions of the Divine Feminine. (CMC) C. Humes.
Sociology 59. Sociology of Gender. (Pitzer) K. Yep.
Sociology 112. The Life Course of Women. (PO) J. Grigsby.
Sociology 146. Women’s Roles in Society. (PO) L. Rappaport.
GENDER AND FEMINIST STUDIES
Sociology/WS 181. Violence in Intimate Relationships. (PI) A. Stromberg.
Women’s Studies/ID 26. Introduction to Women’s Studies. A. Bilger (CMC)
Women’s Studies 190. Senior Seminar in Women’s Studies. (PO) M. Waller
123

124 HISTORY
HISTORY
At Pitzer, history invites students to understand the contours of their world-its political
boundaries, its economic systems, its social structures, and its cultural practices-as
historical products. It pushes them to question assumptions and to approach the present
through the prism of a rich and variegated past. It uses investigation and interpretation,
both to explore the unfamiliar and to reconsider what we think we already know. Thus,
courses in history encourage students to analyze documents critically, to evaluate
historical arguments thoughtfully, and to examine theories of history and culture. Far
from being a simple chronicle of facts, history demands that students consider how the
past is used and remembered.
Pitzer Advisers: S. Glass, C. Johnson, S. McConnell, D. Segal, A. Wakefield.
Requirements for the Major
A major in history requires the successful completion of at least 11 courses in history.
Included among these must be the following required courses:
• History 21 (The World Since 1492)
• History 22 (History of the Disciplines)
• Either History 55 (U.S. History, 1620-1877) or History 56 (U.S. History,
1877-present).
With the approval of a history major adviser, students may substitute one of the
following courses for History 55/56: History 17CH (Pomona) Chicano/a History; History
111aBK (Scripps) African American History to 1877; History 111bBK (Scripps) African
American History Since 1877; or History 125AA (CMC) Asian American History,
1850-Present.
It is preferable that students take these required introductory courses during their first
two years at the college. In addition to these three courses, students must complete:
• History 197 (Seminar in History, normally taken in the junior year).
• At least one (1) course focusing on a geographic region outside of the United States
and Europe. At Pitzer, courses fulfilling this requirement include:
History 33 (Caribbean Cultures, Societies, and Histories), History 40BK (History of
African to 1800), History 41BK (History of Africa 1800-Present), History 170
(Hybrid Identities: Spanish Empire), and History 172 (Empire and Sexuality).
Certain courses offered at the other Claremont Colleges also may fulfill this
requirement; students should consult with a history major adviser in selecting
appropriate courses.
• At least one (1) course focusing on a temporal period before 1600. At Pitzer,
courses fulfilling this requirement include:
History 20 (Greece and Rome), History 73 (The Problem with Profit), History 170
(Hybrid Identities: Spanish Empire), History 173 (Religion, Violence, and
Tolerance, 1450-1650), History 174 (Holiness, Heresy, and the Body), History 175
(Magic, Heresy, and Gender, 1400-1700), and History 184 (Women and Gender,
1300-1650). Certain courses offered at the other Claremont Colleges also may fulfill
this requirement; students should consult with a history major adviser in selecting
appropriate courses.
• Five (5) additional courses in history.
HISTORY
Finally, each student is expected to develop a coherent thematic or topical focus
comprised of at least three (3) courses in history; of these three courses, at least one must
involve producing a significant research paper. For example, a student might construct a
thematic focus on labor and economic history by taking U.S. Labor History, Marx in
Context, and The Great Depression; or a focus on knowledges and sciences by taking
Schooling, Early Modern History of Science, and History of the Police State. Many other
configurations are possible: students should consult with their history major advisers in
developing appropriate thematic clusters.
While the history major does not require the study of a foreign language, students are
strongly encouraged to develop language skills relevant to their thematic or topical foci.
Students hoping to pursue graduate study in history (other than U.S. history) are
especially urged to acquire a competence in a relevant language as early as possible.
Double Major: Students must complete the requirements for both majors, including any
theses or honors requirements. Normally, no more than two courses can be counted to
fulfill the requirements in both fields.
Minor in History: The history minor requires the student to complete six (6) graded
courses in History. These must include at least two (2) of the following courses: History
21, History 22, and History 55 or 56. Students should consult with a member of the
history field group to design a topical focus for the minor.
125
AP Credit: Students scoring a 5 on the AP History exam will receive credit for one
history course, which may be counted as one of the eleven courses required for the major.
The AP credit, however, will not be accepted as a substitute for History 21,22, 55, 56 or
197 in meeting the major requirements designated above, nor can it be used in the
development of a student’s thematic or topical focus within the major.
Honors: Students whose overall GPA equals or exceeds 3.5 may be nominated by the
history faculty to write theses, which will be considered for honors by the field group.
Independent study courses taken in order to write honors theses (typically History 199)
will be counted as additions to the 11 courses required for the major.
11. Modern Europe 1789-1989. This lecture and discussion course on Europe from the
French Revolution to the fall of the Berlin Wall introduces students to the politics and
culture of societies that have helped shape the Western and Westernized world. We will
examine the state, absolutism and liberalism, and the later challenges of nationalism,
socialism and feminism. [not offered 20007-08]
16. Environmental History. For some, environmental history recounts humanity’s long
encounter with nature; for others, it is the changing story of the land itself; for still others,
it is an account of humanity’s changing ideas about nature and wilderness. In this course
we will familiarize ourselves with all of these approaches. The course, which is global in
scope, surveys materials from the past five centuries. Major themes include: the history of
globalization and industrialization, ecological imperialism, the history of ecology, the idea
of wilderness, science and environment, and global environmental change. Fall, A. Wakefield.

126 HISTORY
17. History and Political Economy of Natural Resources. (Also IIS 17) This course
surveys the modern history and political economy of natural resources. Though we will
focus on gold, diamonds, and oil, the course also addresses larger issues of resource
exploitation within specific historical, political and economic settings. We begin with the
so-called “scramble for Africa,” when European nations carved up Africa between them
at the Berlin Conference in 1885. This scramble for Africa and its resources was later
extended to other regions of the non-western world, such as the Middle East. The course
will then explore the role of natural resources in internal and global conflicts, from the
colonial to the post-colonial periods, focusing on how those conflicts played themselves
out in Africa and the Middle East. Spring, A. Wakefield/L. Tongun.
20. Greece and Rome. An introductory survey of the histories and cultures of Classical
and Hellenistic Greece, Republican and Imperial Rome to AD 565 and the rise of
Christianity. Special attention is given to the primary source material, with an
examination of the archaeological evidence and representative readings from the ancient
poets, historians, and philosophers. Fall, S. Glass.
Hist21/Anth 21. The World Since 1492. This course explores the last 500 years of world
history. In examining this large expanse of time, the focus is on four closely related
themes: (1) struggles between Europeans and colonized peoples, (2) the global formation
of capitalist economies and industrialization, (3) the formation of modern states, and (4)
the formation of the tastes, disciplines, and dispositions of bourgeois society.
Spring, C. Johnson/D. Segal.
22. History of the Disciplines. The social and behavioral sciences-economics, sociology,
political science, anthropology, and psychology- structure our experience so completely
that we sometimes take them for granted. The great division of intellectual labor that
these “human sciences” represent can seem so natural, and so logical, that it is sometimes
hard to imagine a world without them. But these disciplines did not always exist. In
exploring their histories, we simultaneously ask about the contingency of our world, and
about how it might be different. It is a history of the present. Fall, A. Wakefield.
34. White and Off-White: Historical-Anthropological Studies of Racial Privilege and
Demarcation. This course examines the historical construction of “whiteness”. Special
attention is given to the ways the border between “white” and “non-white” (that which is
socially “off-” or “near-white”) has been drawn, policed, and redrawn in different
historical contexts. For example, the course looks at the shifting color of identity of
American Jews, as well as the social history of “poor whites” and “white trash.” The
ultimate goal is to gain increased understanding of the relationship between race-making
and patterns of political-economic domination. Prerequisites: Hist/Anth 21 or either
History 55 or 56 or permission of instructor. D. Segal. [not offered 2007-08]
36. Malls, Museums, and Other Amusements: The Public Sphere in the Modern U.S.
This course examines, through the lenses of anthropology and social history, public sites
that link commerce, entertainment and education in the 20th century U.S. The course
encourages students to analyze connections between the organizations of public spaces,
the social construction of our public behaviors and personae, and the marketing of
sanctioned desires and pleasures as these contribute to our contemporary American
“lifestyle.” D. Segal. [not offered 2007-08]
HISTORY
40BK. History of Africa to 1800. (See Black Studies 40BK) Fall, S. Lemelle (Pomona).
41BK. History of Africa, 1800-Present. (See Black Studies 41BK.), S. Lemelle (Pomona).
[not offered 2007-08]
55, 56. United States History 1620-Present. An analytical and topical introduction to
American social and political history. This course will focus on how different historians
have interpreted several key events and periods. Among the topics to be considered are
the encounter between New England Puritans and the land, the adoption of the federal
Constitution, causes of the Civil War, the rise of the city, and the development of 20thcentury
liberalism. Intended for students with no previous college-level background in
United States history. Either semester may be taken separately.
55. United States History, 1620-1877. Fall, S. McConnell.
56. United States History, 1877-Present. Spring, S. McConnell.
65. Travel and Encounter, 1800-2000. Travelers, who often find themselves in unfamiliar
and threatening situations, make fascinating historical guides. Using a selection of travel
narratives, we will sample the history of travel from 1800 to the present. The course
focuses not only on the motivations and experiences of travelers, but also examines their
impact on the people and places encountered. Topics include colonialism, arctic
exploration, and road trips. A. Wakefield. [not offered 2007-08]
73. The Problem with Profit. As capitalism emerged in Europe (ca. 1150-1600), this
controversial idea and the actual accumulation of wealth in communities provoked many
responses. This course begins by exploring theories about the development of capitalism.
It then examines theological and political debates involving wealth and profit, the social
groups who supported or condemned capitalism, and cultural responses to inequalities
of wealth. C. Johnson. [not offered 2007-08]
Hist 77/Anth 77. Great Revolutions in Human History: The Agricultural and Industrial
Revolutions Compared. This seminar examines and compares the complex changes in
human existence known, respectively, as “the agricultural revolution” and the “industrial
revolution.” Topics include: (i) the received understanding of each of these “revolutions”
in “developmental” or “social evolutionary” terms; (ii) the environmental history of each;
(iii) how these two historical complexes have been framed as similar, despite divergences
in their forms and structures, in terms of independent invention, diffusion, and
sustainability. Prerequisite: Anth 21. Spring, D. Segal.
STS 81. Science and Technology in the Early Modern World: History of Science,
Renaissance to 1800. (See Science Technology Society 81.) Fall, J. Grabiner.
Anth 89. The Sixties. (See Anthropology 89). D. Segal. [not offered 2007-08]
Anth 90. Schooling. [See Anthropology 90). Fall, D. Segal.
100iCH. Race and Identity in Latin America. (See Chicano Studies 100ICH.) Fall, M. Tinker-
Salas.
127

HISTORY
100nCH. The Mexico-United States Border. (See Chicano Studies 100NCH.) Spring,
M. Tinker-Salas (Pomona).
100UBK. Pan Africanism and Black Radical Traditions. (See Black Studies 100uBK.)
S. Lemelle (Pomona). [not offered 2007-08]
Amst 103. Introduction to American Culture. (See American Studies 103.) Spring,
R. Roberts and Staff.
111aBK. African American History to 1877. (See Black Studies 111aBK.) Fall,
R. Roberts (Scripps).
111bBK. African American History Since 1877. (See Black Studies 111bBK.)
R. Roberts (Scripps). [not offered 2007-08]
118. Teaching U.S. History: Practicum. This course will examine both the politics and
practice of United States history teaching. It will explore how the California State
standards for U.S. history came to be, and the sometimes problematic classroom relation
between history and “social studies.” In the first half of the course, students will attend
lectures and examine primary documents related to the U.S. rise to world power in the
period 1898-1917, which is one of the California standards. In the second half of the
course, students will prepare for and serve an intensive internship in a local public
school, including a classroom presentation that addresses the standard we’ve studied. A
prior college-level course in U.S. history, such as History 55 or 56 at Pitzer is desirable,
but not required. Fall, S. McConnell/M. Dymerski.
119. Medieval Thought. [Also Philosophy 119] In the medieval period (400-1450 C.E.),
people sought to balance Christian and classical Greek and Roman traditions, as well as
the intellectual and material worlds. This course explores that balance in questions of
God as a philosophical concept, the self, the nature of Christ as human or divine, and the
possibility of religious plurality. We will also examine the interplay of thought and
materiality through the phenomena of universities, the Black Death, and the Renaissance.
Spring, C. Johnson/B. Keeley.
130. Modern Germany. During Germany’s brief political life, the country has been
unified, divided, and then reunified again. It is a troubled past, one that includes-in less
than 50 years-two catastrophic world wars, Nazism, the Holocaust, and the division of
Germany into two separate political units. In surveying that troubled past, we will see
how “German” was constructed and remade to serve the needs of a nascent nationalism;
how, at the same time, the notion of modernity became a central organizing principle for
the new nation; how German modernity yielded cataclysmic results; and, finally, how
government and people coped with the burdens of memory and identity in the aftermath
of catastrophe. A. Wakefield. [not offered 2007-08]
131. Marx: A Transatlantic Seminar: In this course, we read Marx in the context of 19th
century Europe, from the quiet German towns of his youth to the blaring factories of
industrial Manchester. As we begin our classes in Claremont, another group of students
in England will embark on a Marx Seminar of their own. We will work with them,
reading the same texts, discussing them online, and developing projects together.
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130 HISTORY
Students who have taken Hist 132 may not take this course. A. Wakefield.
[not offered 2007-08]
132. Marx in Context. Despite his lasting importance as a social critic and political
thinker, Karl Marx is rarely appreciated as an observer of his own world. In this course,
we will read Marx in the context of 19th-century Europe. As a working journalist, Marx
was intimately familiar with the great movements and upheavals of his time. We follow
him from the quiet German towns and idealist philosophy of his youth, to the great
revolutionary metropolis of mid-century Paris, to the blaring factories of industrial
Manchester, and up through the unification of Germany. We will use Marx’s writings to
make sense of that world, while, at the same time, attention to the history of 19th-century
Europe will help us interpret his writings. A. Wakefield. [not offered 2007-08]
136. A History of the Police State. During the 18th-century, governments throughout
Europe began to focus increasingly on the welfare of their populations, recognizing that
healthy and industrious subjects were the bedrock of wealthy and powerful states.
Accordingly, these states began to regulate many aspects of everyday life, like health,
economy, and safety. In this course, we will begin with this early history before moving
on to more specific examples. We are all comfortable with the notion that certain
repressive, despotic regimes were (and are) police states. The more uncomfortable
question, of course, is what “western democracies” share with places like East Germany
or Fascist Italy. A. Wakefield. [not offered 2007-08]
Arhi 137. Tradition and Transformation in Native North American Art and Culture.
(See Art/Art History 137]. Spring, B. Anthes.
143BK. Slavery and Freedom in the New World. (See Black Studies 143BK.) Fall, S.
Lemelle (Pomona).
150. Journalism in America, 1787-Present. This course traces changes in the
communication of “news” in the United States, from courthouse oratory in the early
republic to network television in the late 20th century. Topics of study include the
invention of “news” itself in the early 19th century, the development of journalism as a
profession, the rise and fall of objectivity as a professional goal since 1900, and the ways
in which changes in technology have affected the transmission of information.
S. McConnell. [not offered 2007-08]
151. The Atomic Bomb in American Culture Since 1945. This course will examine the
cultural implications of the continuing prospect of nuclear annihilation-something not
present or even imaginable before Hiroshima. topics to be considered include the
motivations of the scientists who constructed the first atomic bomb at Los Alamos, the
role of nuclear weaponry in the Red Scare of the 1950s, and various visions of postnuclear
world in fiction. Sources will include secondary texts as well as a number of films.
Spring, S. McConnell.
152. Down and Out: The Great Depression, 1929-1941. The economic depression
triggered by the stock market crash of 1929 was no fluke-it had been building in the
global economy ever since World War I. Yet, when it came, it descended on Americans
with a peculiar swiftness, and with a severity that was relieved only by a second world
HISTORY
war. This seminar course inquires into the causes of the depression, the ways Americans
coped (or failed to cope) with it, and the psychological scars it left on its generation.
Prerequisite: History 56 or equivalent course strongly recommended; first-year students
and sophomores with permission of instructor only. S. McConnell. [not offered 2007-08]
Anth 153. History of Anthropological Theory. (See Anthropology 153). Fall, D. Segal.
154. U.S. Labor History. This course examines the changing meaning of labor in the
United States as the nation evolved from a collection of farmers to the greatest industrial
power in the world. The focus will be on workers’ reactions to the control strategies of
employers, including cooperatives, unions, political movements, and on-the-job
resistance. The period since 1880 is emphasized. Some familiarity with U.S. history
(History 56 or similar introductory course) is helpful, but not required. S. McConnell.
[not offered 2007-08]
156. American Empire: 1898 & After. The Spanish-American War of 1898 inaugurated
more than a century of American adventurism abroad, and gave the U.S. its first taste of
colonial administration. Starting with a look at turn-of-the-century theorists of empire,
we will examine the war in its domestic political and cultural context, then turn to its
subsequent ramifications for both colonizer and colonized-including a brief consideration
of present-day imperial dreams. Some familiarity with U.S. history (History 56 or similar
introductory course) is helpful, but not required. S. McConnell. [not offered 2007-08]
157. The Era of the Civil War and Reconstruction, 1845-1877. This seminar course looks
at the causes and consequences of the American Civil War-social, cultural, economic, and
political. Although not neglecting military history, it places emphasis on the decisions
leading up to the conflict and on the devastation it left in its wake. Prerequisite: History
56 or equivalent; sophomores with permission of instructor only. Enrollment is limited.
S. McConnell. [not offered 2007-08]
159. Victorian America, 1870-1900. This seminar course will focus on the social, cultural,
economic, and political history of this anxious time, otherwise known as the Gilded Age
and the Great Barbecue. Topics covered include the rise of big business, genteel culture
and its eclipse, Populism, Victorian marriage, and Darwinism (social and otherwise).
Prerequisite: History 56 or equivalent course strongly recommended; first-year students
and sophomores with permission of instructor only. S. McConnell. [not offered 2007-08]
131
170. Hybrid Identities: Spanish Empire. In the Spanish Empire, many distinct peoples
coexisted under one king and together created a diverse imperial society. This seminar
examines the ways that religion, ethnicity, language, law, and space defined or failed to
define people in the Spanish Empire. We will pay particular attention to the processes of
cultural encounter, domination, resistance, and adaptation that formed identity. The
course begins in Spain, exploring interactions between ‘old Christian’ Spaniards, Jewish
people converted to Christianity, and Muslims converted to Christianity. We then turn to
colonial Latin America and the Philippines to consider interactions between Spaniards
and indigenous peoples such as Aztec, Inca, Maya, Pueblo Indians, and Tagalog Filipinos.
C. Johnson [not offered 2007-08]

132 HISTORY
171BK. History of African-American Women in the United States. (See Black Studies 171BK.)
R. Roberts (Scripps). [not offered 2007-08]
172. Empire and Sexuality. The construction of gender and sexuality was central to
British and French imperialism. This course examines the formation of genders in
colonial Asia and Africa from the 18th through the early 20th-centuries. We will look at
men and women, colonizers and colonized, and hetero- and homosexualities in order to
understand the connections between gender, sexuality, race, and power. Themes will
include gendered discourses that defined political authority and powerlessness; the roles
that women’s bodies played in conceptualizing domesticity and desire; and evolving
imperial attitudes toward miscegenation, citizenship, and rights. C. Johnson.
[not offered 2007-08]
173. Religion, Violence, and Tolerance, 1450-1650. This course examines religious and
social transformations in Europe from 1450 to 1640. Focusing on common people’s
experiences, we will explore the relationship of religion to social action and tolerance
during an era when Latin Christendom broke apart into a religiously divided Europe. We
will examine how religious ideas, practices, and debates fueled social conflict and protest
and under what circumstances religious toleration and intolerance were possible.
C. Johnson. [not offered 2007-08]
174. Holiness, Heresy, and the Body. What was holiness to pre-modern Europe? How
was it expressed physically. What made someone a saint rather than a heretic or a witch?
How did the relationship between sanctity and the body change in Europe from waning
days of the Roman Empire to 1600 C.E.? What are the connections between such people
and the evolution of Christianity in Europe? In order to answer these questions, we will
study people either praised or holy or condemned as heretics, and how their
contemporaries figured out the difference. We will examine the significance of gender,
attitudes towards body and mind, charisma, social status, and relationships to
supernatural or divine powers. C. Johnson. [not offered 2007-08]
175. Magic, Heresy, and Gender in the Atlantic World, 1400-1700. This course examines
the history of witchcraft, magic, and forbidden versus approved belief in the trans-
Atlantic world from 1400 to 1700. We will begin in Europe, and then turn to Spanish
America and New England to examine the contributions of Africans and Native
Americans to both the practice and ideas of witchcraft. Special focus will be given to the
role of the devil and the ways that gender influenced decisions to condemn or accept
ideas about magic and nature. Spring, C. Johnson.
176BK. Is This America: The Modern Civil Rights Movement. (See Black Studies
176BK) R. Roberts (Scripps). [not offered 2007-08]
184. Women and Gender, 1300-1650. Since gender historians asked-”Did women have a
Renaissance?”-debates have raged about how women and gender roles were affected by
the Renaissance and the Reformation. This course examines women’s positions in the
household (as daughters, wives, mothers, and widows) and in the broader community
(as nuns, humanists, artists, prostitutes, and witches) during these economic, social, and
cultural transitions. C. Johnson. [not offered 2007-08]
HISTORY
187. The History and Politics of World Soccer. [also Post 187] This course surveys the
history and politics of world soccer. We will see how culture, politics and history play
themselves out upon the stage of stadium and field, from fascist Italy to visionary
Uruguay to indomitable Cameroon. We will see how the World Cup has become a
catalyst for political and cultural debate, and how it has made, and destroyed, political
regimes. And we will try to understand the game as others, in different times and places,
have seen it: a game freighted with meaning and beauty. N. Boyle/A. Wakefield.
[not offered 2007-08]
196. Explorations in Deep Time. At the end of the 17th century, the bottom dropped out
of time. Those accustomed to thinking of the Earth, and of humanity, according to biblical
timescales now had to confront the possibility of “deep time,” the possibility of a time
whose magnitude defied the imagination. We will examine that shift, and its
consequences, as it played itself out through the eighteenth and nineteenth centuries,
with ramifications into the present. A. Wakefield. [not offered 2007-08]
197. Seminar in History. An introduction to selected major European, American, and
Third World historians, and to problems in the philosophy of historical writing. Required
of all history majors for graduation. Should be taken in junior year. Open to non-history
majors with consent of instructor. May be repeated for credit. Spring, A. Wakefield.
133

134 HISTORY OF IDEAS
HISTORY OF IDEAS
Pitzer College does not offer a program or major in History of Ideas. History of Ideas
courses that are not cross listed in Philosophy cannot be used to satisfy requirements for
the Philosophy major or minor.
1. Introduction to the History of Ideas. An exploration of the shift in Western attitudes
toward human life in the second half of the 19th century. Readings include Wells’ Invisible
Man, Stevenson’s Jekyll and Hyde, Stoker’s Dracula, and Burroughs’ Tarzan of the Apes.
Spring, R. Rubin.
3. Argument and Reasoning. A course aimed at the development of skill in recognizing,
hearing, reading, writing, and criticizing attempts to persuade. Examples for study will
be drawn from various sources, including TV ads and newspaper editorials. R. Rubin.
[not offered 2007-08]
5. History of Philosophy: Ancient—600BC-1600AD. A survey of the history of European
philosophical thought from the time of the ancient Greeks to the 17th century. Readings
include selections from the works of Plato, Aristotle, Boethius, Augustine, Anselm,
Aquinas, and others. Appropriate for all students. R. Rubin. [not offered 2007-08]
8. Explanation. What is it to explain? How do explanations differ from utterances of
other sorts? What distinguishes good explanations from bad ones? In this course, we will
address these questions from philosophical, historical, and linguistic viewpoints.
[not offered 2007-08]
9. History of Philosophy: Modern—1600 AD-Present. (formerly HSID 6) A survey of the
history of European philosophical thought from Shakespeare’s time to the present.
Readings include selections from the works of Descartes, Locke, Berkeley, Hume, Ayer,
and Quni. Appropriate for all students. History of Ideas 5, though recommended, is not a
prerequisite. Spring, R. Rubin.
100. Introduction to Formal Logic. A course whose aim is the development of skill in
noticing, evaluating, and presenting reasoning. The class will spend about a third of its
time looking at a simple system of formal logic (the sentential calculus), about a third of
its time looking at arguments in English, and about a third of its time wondering how the
system and English are related. (This class satisfies the Formal Reasoning Requirement.)
R. Rubin. [not offered 2007-08]
120. Descartes and His Times. A close look at the relation of Descartes’ Meditations, an
extremely influential philosophical treatise published in 1640, to the social, scientific, and
religious revolutions with which the 17th century began. Staff. [not offered 20007-08]
HISTORY OF IDEAS
122. Occult and Magical Philosophy: Origins. A study of the relation of two “mystical”
movements-Gnosticism and Hermeticism-in relation to mainline Christianity. Readings
will be drawn from the Old and New Testaments, from the recently discovered Nag
Hammadi library, from Plotinus’s Enneads, and from the literature of alchemy. R. Rubin.
[not offered 2007-08]
123. Occult and Magical Philosophy: Modern. A look at the practice and theory of the
modern occult movement, with emphasis on “The Golden Dawn.” Appropriate for all
students. History of Ideas 122, though recommended, is not a prerequisite. R. Rubin.
[not offered 2007-08]
127. Aikido and the Harmony of Nature. An examination of the Japanese spiritual
discipline and martial art of Aikido. Readings will include some descriptions of Samurai
culture, a biography of Aikido’s founder, and analyses of Aikido’s underlying (somewhat
mystical) philosophy. No previous experience in the martial arts is necessary, but
simultaneous enrollment in the Pomona/Pitzer Aikido class is required. R. Rubin.
[not offered 2007-08]
136. The Emotions. A philosophical look at the nature of emotion in general and at the natures
of the particular emotions of guilt, shame, embarrassment, anger, jealousy, and envy. R. Rubin.
[not offered 2007-08]
Crea193/HSID 193. Magicians and Moderns. This course explores the magical
renaissance of the lat 19th century and its influence on Yeats, Shaw, and Eliot. Spring,
R. Rubin/A. Wachtel.
135

136 INTERNATIONAL AND INTERCULTURAL STUDIES
INTERNATIONAL AND INTERCULTURAL
STUDIES
The International and Intercultural Studies major is a multidisciplinary course of study
designed to deepen and broaden a student’s understanding of countries and cultures
different from their own. Through course work at Pitzer, language acquisition, and an
intensive experience away from the campus, the major seeks to make students aware of
what binds them to, and separates them from, other peoples and other places. Courses
examine history, philosophy and the arts as well as the politics, economics, and cultural
contexts of a broad diversity of societies and nations. They explore the
interconnectedness of global processes and treat the impact of culture on the way those
processes are experienced. Coursework for the major is outlined below. Courses should
be chosen in consultation with a major adviser. A detailed list of courses offered in each
of these areas will be published annually by the IIS field group.
Major Advisers
Students are encouraged to choose a major adviser whose interest and expertise
correspond with their proposed track and region. Each of the advisers listed below can
provide a list of courses available at The Claremont Colleges from which the student can
develop an individualized course of study. Appropriate courses for the major should be
discussed thoroughly with the adviser.
Principal advisers for Global Studies and each Regional Studies track are the following:
• Global Studies: D. Basu, P. Faulstich, T. Ilgen, C. Johnson, S. Snowiss, M.
Soldatenko
• Third World Studies: N. Masilela, L. Tongun
• Asian Studies: E. Chao, J. Lehman, J. Parker.
• European Studies: N. Boyle
• Middle Eastern Studies: L. Tongun.
• Latin American and Caribbean Studies: J. Lerner, D. Segal, M. Soldatenko
Other faculty with interests in International and Intercultural Studies: L. Harris, E. Jorge,
S. Miller, L. Yamane.
Requirements of the Major
A. Core Courses: Majors must complete the Introduction to International and
Intercultural Studies and two of the courses listed below in history, anthropology and
political studies. These courses should be completed during the freshman or sophomore
years. Each major will complete the senior seminar in which each participant will write a
major research paper or complete a major project. For joint or double majors, they may
take one senior seminar if the IIS senior seminar instructor’s other field(s) is(are) the
student’s joint or double major field. A senior thesis or senior project is optional, unless
the student is being considered for honors (see below).
• IIS 10, Introduction to International and Intercultural Studies.
• Senior Seminar
INTERNATIONAL AND INTERCULTURAL STUDIES
• Two courses chosen from the following courses:
History 21. The World Since 1492
Anthropology 2. Introduction to Socio-Cultural Anthropology
Political Studies 30. Comparative Politics
Political Studies 40. Global Politics
137
B. Language: To satisfy the language requirement, any of the following methods may be
used:
• Two years of college or university-level classroom language instruction.
• Proficiency by immersion, normally completed in a Pitzer Study Abroad program
or other language-intensive study abroad program approved by the field group.
(See adviser or Office of Study Abroad for list of approved programs.)
• Demonstration of competence at the equivalent level of two years of college or
university-level classroom instruction by successfully completing an oral or written
examination administered by a qualified language instructor.
C. Study Abroad. Students are expected to participate in a semester-long program of
study abroad relevant to their chosen track. Students should consult both with the
Director of Pitzer Study Abroad to choose an appropriate program and with their
advisers to select courses that will prepare them for this experience. It is strongly
recommended that students planning to study in a particular Pitzer Study Abroad
program take courses designed to prepare them for that program. Preparatory courses
are listed below under Other Courses. Students preparing to study abroad are strongly
recommended to take IIS 95, Engaging Differences. Students returning from study abroad
programs are strongly recommended to take IIS 100, Study Abroad Colloquium.
D. Advanced Course Work. Students will choose one of two tracks in pursuing advanced
course work: (A) Global Studies; or (B) Regional Studies. Both tracks ask students to
explore the interconnections of a range of issues such as the consequences of global
economic markets; internal and external challenges to the nation-state; national and
transnational environmental concerns; migration and immigration; formulation and
reformulation of individual, ethnic, racial, and religious identity; and competing sources
of knowledge for understanding the world in which we live. The Regional Studies track
permits students to address these same issues in a more focused way by examining one
of the following: Asia, Europe, Latin America and the Caribbean, the Middle East, or the
Third World. Six courses are required within each track (with the course numbers over
100]. Students choose these in consultation with their advisers. Students who choose the
Regional Studies track should work with an adviser who has expertise in the region
chosen. The IIS Field Group annually publishes a list of appropriate courses for each
track along with several examples of groups of courses selected by IIS majors.
Global Studies: Students may choose appropriate courses from any of the groups of
courses but must include at least one from three of the following groupings.
1. History, political thought, and cultural studies (appropriate courses would include
histories and theories of different global phenomena-modernization and
industrialization, imperialism and colonialism, liberalism, socialism and fascism as
well as histories of different regions, nations, and cultures)
2. Art, music, literature, philosophy and religious studies (appropriate courses would
include those which explore ways of knowing, experiencing, and communicating
in different cultural contexts)

138 INTERNATIONAL AND INTERCULTURAL STUDIES
3. Political studies, economics, and environmental studies (appropriate courses would
include those which examine the dynamics of international relations and
transnational politics, the structures and processes of the global economy, and the
consequences of global political and economic forces on the environment)
4. Anthropology, sociology, and psychology (appropriate courses would address the
processes of forming, sustaining, and transforming groups and cultures in the
contemporary world and how those processes shape and reshape conceptions of
individual and collective identity).
Regional Studies: Students may choose Asian studies, European studies, Latin American
and Caribbean studies, Middle Eastern studies, or Third World studies. They may choose
appropriate courses from any of the following groups of courses but must include at least
one from three of the following groupings. In consultation with a faculty adviser,
students may also design an alternative regional track such as African studies if sufficient
appropriate courses can be identified at The Claremont Colleges.
1. History, political thought and cultural studies (appropriate courses would include
histories of the countries or cultures within the chosen region)
2. Art, music, literature, philosophy, and religious studies (appropriate courses would
include those which focus on the arts, philosophies, or religions of the chosen
region, or country or culture within that region
3. Political studies, economics, and environmental studies (appropriate courses would
include those addressing national or regional political issues and institutional
responses; economic issues such as national development strategies, regional
integration and their impact on human welfare; and particular environmental
challenges facing individual countries and cultures or the region as a whole)
4. Anthropology, sociology, and psychology (appropriate courses would address the
formation and transformation of groups and cultures specific to the region and
explore issues of race, class, and gender as central to individual and collective
identities of the region).
Combined Major Requirements: Students wishing to complete a combined major in IIS
and another major will need to complete all requirements for the regular major, except
that the minimum number of advanced courses is reduced to three instead of six courses.
These three advanced courses must still be distributed across three of the four course
groupings listed under the Global Studies and Regional Studies tracks.
Honors: Students with a cumulative and major GPA of 3.5 or higher may be considered
for honors in International and Intercultural Studies. Honors candidates must write and
successfully defend a senior thesis, generally while enrolled in IIS 199, Senior Thesis. The
determination of honors is based on excellence in course work in the major and the
quality of the senior thesis.
A. Core Courses:
Anth 2. Introduction to Sociocultural Anthropology. (See Anthropology 2.) Fall,
L. Martins; Spring, E. Chao.
10. Introduction to International and Intercultural Studies. This course will introduce
students to the field of international and intercultural studies. The course objective is to
acquaint students with key concepts and practices defining human societies and their
relations, such as colonialism, development, revolution, national and transnational,
INTERNATIONAL AND INTERCULTURAL STUDIES
globalization, ideology, identity, culture, and knowledge. The course also exposes
students to disciplinary, area studies, and newly emerging conceptualizations of the field.
Fall, L. Tongun.
Hist 21/Anth 21. The World Since 1492. [see History 21/Anthropology 21]. Spring,
C. Johnson/D. Segal.
Post 30. Comparative Politics. (See Political Studies 30) Spring, L. Tongun.
Post 40. Global Politics. (See Political Studies 40.) Spring, T. Ilgen.
80. Introduction to Critical Theory. A survey of social and cultural critiques at an
introductory level, this course will prepare students for advanced level critical thinking,
interdisciplinary solution building, and social change work. We will begin with
theoretical frameworks in established fields of social critique, such as feminism,
anticolonialism, cultural studies, critical race theory, critical legal/justice studies, and
women of color theory. The course also introduces postmodern theories in postcolonial
studies, poststructuralist feminism, post-Marxism, border studies, and queer theory.
Suitable for first- and second-year students, as well as upper level students who feel they
have not yet been sufficiently exposed in their education to critical and/or theoretical thinking.
Spring, J. Parker.
139
190. Senior Seminar: Nation, Culture and the Disciplines. The course will introduce
students to critical thinking about some central aspects of the modern world, including
nation, culture, and power, and to some emerging methods for understanding the world
in a way that is less bound by the 20th century Euro-American academy and its relation
to colonialism. The primary objective of this course is to develop skills at recognizing the
socio-political and cultural effects produced by certain key categories and terms, such as
nation, race, gender, culture, or by approaching the world through a particular discipline
or emphasizing a particular geographic area. The course will also examine alternative
categories and terms that are being developed in emerging fields of study, such as
postcolonial studies, discourse studies, and border studies. By taking this course the student
will gain a thorough awareness of the strengths of interdisciplinary and intercultural
approaches to global and local political and cultural relations, and will sharpen their critical
thinking skills while also developing an approach suited to their own academic and social interests.
Fall, J. Parker.
199. Senior Thesis. Fall/Spring,, L. Tongun/J. Parker.
B. Language: Please see listings of appropriate languages.
C. Study Abroad
For courses to prepare for study abroad in a geographic region or particular Pitzer Study
Abroad program see Advanced Courses listings, where the Pitzer program is indicated
parenthetically at the end of the course description. Other courses in Area Studies
programs, such as Asian Studies or Latin American Studies, may also be acceptable for
preparation for study abroad.

140 INTERNATIONAL AND INTERCULTURAL STUDIES
95. Engaging Difference. The overall goal of this interdisciplinary course is to assist
participants to develop intercultural competence especially intercultural sensitivity and
cross cultural research. The course will give students a skill set for conducting
global/local research on study abroad and the opportunity to gain a basic understanding
of the role that culture plays in intercultural communication. Fall/Spring,
K. Dengu-Zvobgo.
100. Study Abroad Colloquium. [also Post 188] This course is for students who have
returned from study abroad. Students will be required to both reflect on their
study/experiences and develop the skills necessary to become agents of intercultural
understanding. Students will undertake presentations to local schools, a research project
and have the opportunity to develop proposals for Fulbright and other fellowships. Fall,
C. Brandt/ J. Lehman.
D. Advanced Courses:
1. History, Political Thought, and Cultural Studies:
17. History and Political Economy of Natural Resources. (Also Hist 17) This course
surveys the modern history and political economy of natural resources. Though we will
focus on gold, diamonds, and oil, the course also addresses larger issues of resource
exploitation within specific historical, political and economic settings. We begin with the
so-called “scramble for Africa,” when European nations carved up Africa between them
at the Berlin Conference in 1885. This scramble for Africa and its resources was later
extended to other regions of the non-western world, such as the Middle East. The course
will then explore the role of natural resources in internal and global conflicts, from the
colonial to the post-colonial periods, focusing on how those conflicts played themselves
out in Africa and the Middle East. Spring, A. Wakefield/L. Tongun.
Envs 90. Economic Change and the Environment in Asia. (See Environmental Studies 90).
M. Herrold-Menzies. [not offered 2007-08]
109. Chinese Philosophy, Culture and Traditional Medicine. This is an intermediate
course on theory, history, and practice of Wei Tuo Qi Gong. Students will study and
practice the Shao Lin Tu Na exercises and meditation to better understand and experience
the cultural and medical context of qi gong. Students will reflect upon the concepts of the
mind/body relationship, time, consciousness and dreams. J. SiTu. [not offered 2007-08]
110. (Mis)Representations of Near East and South Asia. This course will focus on the
literature and cinema of South Asia and the Middle East. By 1914, the British Empire had
colonized almost 85 percent of the world, bringing diverse cultural traditions under the
encyclopedic gaze of Western modernity. If part of the project of the colonial apparatus
was to collect knowledge of the world in ways that bodies, cultures, and landscapes
could be understood and ordered by the West, contemporary societies are now
negotiating their own means of self-representation in the often violent space of postcolonial
rupture. Throughout the term, we will work with texts and visual images produced out
of, and in response to, the history of the colonial encounter with attention to representations
of gender and sexuality, violence and terrorism, class structures, and migration.
Spring, J. Parker.
INTERNATIONAL AND INTERCULTURAL STUDIES
Post 150, 151. History of Political Philosophy. (See Political Studies 150, 151.) S. Snowiss.
[not offered 2007-08]
167. Theory and Practice of Resistance to Monoculture: Gender, Spirituality, and
Power. In this course we will examine theoretically and experientially models of
historical and contemporary resistance to monocultural patterns of knowledge and social
relations. This resistance historically has been and continues to be produced and/or
molded in large measure by imperial and capitalist relations and by selected European
scientific systems. Enrollment is limited. (Preparation for China Program.) Fall, J. Parker.
Hist 175. Magic, Heresy, and Gender in the Atlantic World, 1400-1700.. [see History 175]
Spring, C. Johnson.
2. Art, Music, Literature, Philosophy, Religion, and Media Studies:
Engl 108. Latina/o Literature: Time & Borders. [see English/World Literature 108].
Spring, E. Vasquez.
Engl 145. Modern Mexican Literature & Film. [see English/World Literature 145] Fall,
N. Masilela/E. Vasquez.
Engl 160. Literature of the Americas. [see English/World Literature 160] Spring,
E. Vasquez.
Engl 182. Latina/o Book Clubs: A Community Studies Course in Youth Literary
Cultures. [see English/World Literature 182] Fall, E. Vasquez.
141
116. Topics in Indigenous Political Philosophy: Sovereignty. This course examines the
multiple perspectives that exist within indigenous communities regarding the nature and
importance of sovereignty. In particular this course addresses the intellectual, political,
and cultural meaning of sovereignty as it relates to the continued struggle for selfdetermination
of indigenous peoples. Topics will include the need and possibility of
decolonizing indigenous thinking about governance, the relationship between concepts of
sovereignty and spiritual connections to land, as well as cultural and political connections
to language revitalization and repatriation efforts. Fall, B. Burkhart.
132. Gender and Spiritual Ecology in Native North and South America. This course will
examine the concepts of gender and gender roles as they are manifested in the spiritual
ecology of Indigenous peoples of the Americas. The multi-various and complex notions
of gender, very often divorced from biological sex, will be addressed, with particular
emphasis on the concept of the feminine and its place in stories of origin, place, and
power, as well as the roles of women in religion, politics, and ecology. The stories of
particular women and of particular creators, and the particular ceremonies of indigenous
communities will be studied. Fall, B. Burkhart.
Rlst 106. Zen Buddhism. (See Religious Studies 106.) Spring, J. Parker.
Rlst 119. Religion in Medieval East Asia. (See Religious Studies 119.) J. Parker.
[not offered 2007-08]

142 INTERNATIONAL AND INTERCULTURAL STUDIES
Rlst 164. Engendering and Experience: Women in the Islamic Tradition. Spring,
Z. Kassam (Pomona)
Span 187. Expressions of Latin American Popular Cultures. (See Spanish 187.) E. Jorge
[not offered 2007-08]
Span 188. Documenting Spanish Speaking Cultures in Our Community. (See Spanish
188.) Alternate years, E. Jorge. [not offered 2007-08]
Span 189. Seminar on Contemporary Issues in the Spanish Speaking World. (See Spanish
189.) Alternate years. Fall, E. Jorge
3. Political Studies, Economics, and Environmental Studies:
Envs 105. Native American Environmental History: Cultural, Political, and Postcolonial
Issues. [see Environmental Studies 105]. Spring, B. Burkhart.
120. State and Development in the Third World. This course analyzes the role of the
state in the development process in Third World societies. It explores state policies toward
rural development and industrialization, as well as socio-political forces which influence
the implementation of development policies in Africa, Asia, and Latin America. Fall, L. Tongun.
122. Contemporary Political and Social Movements in the Third World. This course
explores the rise, the nature, and the objectives of popular movements in Africa, Asia,
and Latin America. Using political economy and comparative approaches, the course
examines: (1) recent theories of social movements, and (2) the roots of rebellions, protests,
and resistance as expressions of unsatisfied needs. Case studies include: Islamic,
ethnic/racial, women’s, and ecological movements. L. Tongun. [not offered 2007-08]
123. Third World Socialism. The variety of historical experiences and dilemmas in the
transition to socialism in the Third World will be explored through six case studies:
China and Vietnam, Cuba and Nicaragua, Tanzania and Mozambique. A comparative
perspective will focus on issues such as colonialism and imperialism, development and
the peasantry, constraints of the international system, ideology and mass mobilization,
democracy and the state. L. Tongun. [not offered 2007-08]
124. Development and Sacred Places. This course begins with the current activity and
issues surrounding the Peabody Coal mine which sits on Black Mesa, Arizona—a place
that is sacred to the Navajo and Hopi Indians, among others. The history—particular of
policy—that led to the current crisis will be examined. The course will then extend its
examination to sacred places of a variety of Indigenous communities and their response
to the development of their sacred places. Spring, B. Burkhart.
125. African Politics. The focus of this course will be democracy in Africa. More
specifically, it will involve an examination of the struggles over the forms democracy
takes, a review of democracy’s internal and external advocates, a study of the relationship
between democracy and development, and an analysis of the factors which led to the
adoption, and demise, of forms of democracy in a variety of African countries. L. Tongun.
[not offered 2007-08]
INTERNATIONAL AND INTERCULTURAL STUDIES
127. Environment and Development in the Third World. The course explores the
dynamics of positive and/or negative relationships between environment and
development in the Third World. Its theoretical perspectives are complimented by an
experiential requirement in which the students will occasionally visit the maquiladora
enterprises along the U.S./Mexico border. Spring, L. Tongun.
Envs 130. Environmental Ethics and Public Policy. [see Environmental Studies 130]. Fall,
B. Burkhart.
141. Agricultural Economic Development in the Third World. (Also Econ 141.) This
course focuses on the role and problems of the agricultural sector in Third World
development. It explores 1) economic theories and models of agricultural development
and institutional policy and issues; 2) problems of food vs. export production, price
system and distribution, rural development, and food crisis which often results in
famines, scarcity and malnutrition. Prerequisite: Econ 51 or 52. L. Tongun.
[not offered 2007-08]
Envs 141. Progress and Oppression: Ecology, Human Rights and Development. (See
Environmental Studies 141) P. Faulstich. [not offered 2007-08]
Post 141. International Political Economy. (See Political Studies 141.) Fall, T. Ilgen.
Post 142. Third World in the Global Economy. (See Political Studies 142.) Spring, T. Ilgen.
143
146. International Relations of the Middle East. This course examines the dynamics of
the international relations of the Middle East, with special emphasis on the African-
Middle Eastern dimension, namely, “south-south” relations. Political, economic, and
socio-historical interactions between the Middle East and Africa are analyzed within the
framework of international relations. It explores the manifestations of African-Middle
Eastern relations in regional issues and conflicts, e.g., Arab-Israel wars and tensions, the
Horn of Africa, North Africa; and non-conflictual aspects, e.g., economic cooperation. The
impact of major powers is also examined. Spring, L. Tongun.
147. Special Topics in Mid-East International Relations: Turkey, Islam and the Middle
East. This is a general survey course on the roles of Turkey in the Middle East. It
explores, for example, the influences of political Islam, Islamic culture, and historical
links on the contemporary relations between Turkey and the rest of the Middle East. It is
designed to assist students who plan to study in and for returnees from a Study Abroad
program in Turkey. L. Tongun. [not offered 2007-08]
Econ 148. Issues in International Trade and Development Policy. (See Economics 148.)
J. Lehman. [not offered 2007-08]
Envs 148. Ethnoecology. (See Environmental Studies 148.) P. Faulstich. [not offered 2007-08]
Envs 149. Ecology and Culture Change. (See Environmental Studies 149.) P. Faulstich.
[not offered 2007-08]
Envs 150. Critical Environmental News. [see Environmental Studies 150] Fall, P. Faulstich.

144 INTERNATIONAL AND INTERCULTURAL STUDIES
Envs 162. Gender, Environment & Development. (See Environmental Studies 162.) Fall,
M. Herrold-Menzies.
Post 197. Science, Politics and Alternative Medicine. (See Political Studies 197) Spring,
S. Snowiss.
4. Anthropology, Sociology, and Psychology & Science:
113. Science, Politics and Alternative Medicine. This seminar will study healing
practices from around the world. It will include three aspects: 1) the philosophical,
historical, and political dimensions; 2) the local knowledge and theories of healing and
illness in four traditions-Amerindian and Chinese and two from among the following:
Mayan, African, Santeria, Curindera, Brazilian spiritualists, etc.; and 3) a review of the
clinical efficacy of these complementary and alternative medicines provided by the
Western biomedical sciences, as well as their political acceptance within the U.S. Spring,
S. Snowiss.
GFS 115. Gender, Race, Class: Women of Color. (See Gender and Feminist Studies 115.)
Fall, M. Soldatenko.
Psyc 117. Children and Families in South Asia. (See Psychology 117.) M. Banerjee.
[not offered 2007-08]
GFS 118. Gender and Global Restructuring. (See Gender and Feminist Studies 118).
Spring, M. Soldatenko.
Soc 136. Framing ‘Urban’ Life. (See Sociology 136). Spring, D. Basu.
Soc. 158. Comparative Diasporas. (See Sociology 158) A. Mezahav. [not offered 2007-08]
E. Other Courses
These courses are introductory courses useful for IIS majors preparing to study abroad or
wanting to learn more about IIS.
Anth 62. Embodying the Voice of History. (See Anthropology 62.) E. Chao.
[not offered 2007-08]
Anth 23. China and Japan Through Film and Ethnography. (See Anthropology 23.) E. Chao.
[not offered 2007-08]
Anth 50. Sex, Body, Reproduction. [see Anthropology 50] Fall, E. Chao.
Envs 85. Social Justice and Natural Resources. (See Environmental Studies 85.)
M. Herrold-Menzies. [not offered 20007-08]
Envs 90. Economic Change and the Environment in Asia. (See Environmental Studies 90)
M. Herrold-Menzies. [not offered 2007-08]
INTERNATIONAL AND INTERCULTURAL STUDIES
MS 79. Silent Film. (See Media Studies 79.) Spring, J. Lerner
MS 88. Mexican Visual Culture. (See Media Studies 88.) Fall, J. Lerner
MS 89. Mexican Film History. (See Media Studies 89.) J. Lerner. [not offered 2007-08]
Engl3/Soc 3BK/ASAM. Transatlantic Black/Asian Film, Literature, and Sociology. (See
Sociology 3/English & World Literature 3). D. Basu/L. Harris. [not offered 2007-08]
Anth 16. Introduction to Nepal. (See Anthropology 16) Fall, E. Chao.
Anth 23. China and Japan Through Film and Ethnography. (See Anthropology 23)
E. Chao. [not offered 2007-08]
38. Nature, Movement and Meditation in Qigong. Qigong is an ancient Chinese
philosophy and practice. This course will have two major components (1) history and
theory of Qigong within Chinese culture and (2) Qigong practice based on the Wei Tuo
Eight Minute Drill that balances energy components of the human body for both physical
and psychic health. Here the human ecology of the interaction between Qi energy in the
natural environment and human beings will be investigated. This course will not only
provide access to information and knowledge “about” another culture, but also will
provide an opportunity to experience how another culture accesses knowledge.
Enrollment is limited. (Preparation for China Program.) Spring, S. Snowiss.
GFS 60. Women in the Third World. (See Gender and Feminist Studies 60.) Fall,
M. Soldatenko.
Anth 88. China: Gender, Cosmology and the State. (See Anthropology 88.) Spring,
E. Chao.
Anth 99. China in the 21st Century. (See Anthropology 99) E. Chao. [not offered 2007-08]
145

LINGUISTICS
LINGUISTICS
A coordinated program with department of Linguistics and Cognitive Science at Pomona College.
Pitzer Advisers: C. Fought, C. Strauss
How many languages are there? What does knowing a language entail? How do people
develop this ability? How is language stored in the brain? Why don’t we all speak the
same? Why do languages change over time? How different is human language from
forms of animal communication? Questions such as these are studied systematically in
the field of linguistics.
147
There are many sub-fields of linguistics. Phoneticians study how sounds are produced
and perceived. Phonology is the study of how sounds are organized into unique systems
for different languages. The structure of words is examined in morphology. The
organization of words into larger units is called syntax. Meaning is studied in the subfields
of semantics and pragmatics. In these sub-fields linguists are creating models of the
structural features of language, in order to identify the defining characteristics of human
language. Other linguists study the ways in which language is used. Some study the
language development of children. Others the ways in which the form of language we
use may vary according to social categories such as gender, social class, and ethnicity.
Some linguists study the ways in which languages have evolved over time and attempt to
identify general principles of language change.
Requirements for the Major
Students majoring in linguistics are required to study three of the four core divisions of
the field (Phonetics/Phonology, Syntax, Semantics, and/or Sociolinguistics), and in
addition to take a range of courses dealing with the variety of languages and variation
within a language. There is also a Cognitive Science major offered through Pomona
College. For more information contact Jay Atlas or Martin Hackl in the Linguistics and
Cognitive Science Department at Pomona. For information on American Sign Language,
see Modern Languages, Literatures and Cultures.
Majors are required to take:
• Linguistics 10
• Linguistics 100 or 101 or 125
• A basic upper-division course in three out of the four core areas-
Phonetics/Phonology (104 or 108), Syntax (105), Semantics (106), and/or
Sociolinguistics (112).
• At least three other linguistics courses.
• (a) At least two years of a foreign language or (b) the equivalent in demonstrated
competence.
• Senior Study in Linguistics (Ling 190): an independent study in some area of
linguistics. Alternatively, students may apply to substitute a senior thesis (Ling 191)
by turning in a one-page proposal to the faculty in the spring semester of the junior
year.

148 LINGUISTICS
*Note: In the 5-College Course Schedule, Linguistics courses are listed as “LGCS”
(Linguistics and Cognitive Science)
Minor in Linguistics requires the following:
• Ling 10 (Intro)
• Two of the four core courses (Ling 105, 106, 108/104 or 112)
• Three other courses in Linguistics
Students interested in a combined major with anthropology, English, foreign languages,
philosophy, psychology, or sociology should see their adviser, since the requirements will
vary depending on the fields chosen.
Honors in the major are awarded when the student meets the required GPA for honors at
their particular college and completes a thesis which the faculty judges to be of honors quality.
Anth 3. Language, Culture, and Society. (See Anthropology 3.) Spring, C. Strauss.
10. Introduction to the Study of Language. For students wishing to learn about the nature
of language, including: How is language structured at the levels of sound, form and
meaning? Does the language we speak determine our thoughts, our perception of the world?
Can animals learn to talk? How does our language reflect our culture, gender, ethnicity?
Spring, C. Fought (Pitzer),
11. Introduction to Cognitive Science. Historical and contemporary views of the mind,
from the perspectives of linguistics, logic, psychology, cognitive neuroscience, logic and
computer science. How does the mind acquire, structure and make use of language?
How does it make sense of emotional and sensory experience? What is consciousness?
Topics include language, meaning, knowledge, thinking, remembering, self and
consciousness. Fall/Spring, Ms. Burke, Mr. Hackl, Ms. Markham (Pomona).
30. Computation and Cognition. Introduction to computer programming methods for
cognitive science and the computational modeling of human intelligence. The nature of
computation, the relations between computation and intelligence, and a selection of approaches
from artificial intelligence will be explored. Intensive programming practice emphasizing
data structures and their application to modeling cognitive processes. Spring, Ms. Sood (Pomona).
Phil 60. Logic. (See Philosophy 60.) Fall, J. Atlas. (Pomona).
66. Mathematical & Computational Foundations of Linguistics. This course is concerned
with representational and computational issues relevant to the formal study of natural languages.
A solid understanding of logic, lattices, and the lambda calculus will help us understand
how to represent linguistic phenomena and to compute the meaning of discourse in natural
languages. First-order logic provides an important intensional logic and more powerful
computational tools like the lambda calculus that will allow us to build up the meaning of
phrases. Some programming will be taught to so that students can understand computational
models of languages. Previous programming experience is not required. Mr. Kim (Pomona).
[next offered 2007-08]
LINGUISTICS
Anth 81. Media Discourse. (See Anthropology 81) C. Strauss. [not offered 2006-07]
Asam 82/Lgcs 82. Race, Ethnicity and the Politics of Teaching. This class examines how
race and ethnicity are constructed in schooling from sociological, linguistic, and ethnic
studies standpoints. Specifically, we will discuss how race and ethnicity are constructed
in schooling and ways teachers/educators may refine their pedagogies in relation to race
and ethnicity. Students will do a research project. Fall, C. Fought/K. Yep.
149
103. Comparative and Historical Linguistics. Did you know that the richness and
diversity of today’s languages descends from only a handful of language families? We
will study features shared across languages (language universals) and differing language
systems (linguistic typology), and discuss how languages change over time through case
studies and demonstrations of representative individual languages. Prerequisite: LGCS 10
or permission of instructor. Staff [next offered 2007-08]
104. Phonetics. Introduction to the physical characteristics of speech sounds and the
physiological mechanisms of speech production and perception. Students develop an
understanding of their own pronunciation while learning to recognize and produce the
variety of sounds found in the languages of the world. Applications to areas like
computer recognition of speech and imitation of speech by parrots. Prerequisite: Ling 10.
[next offered 2007-08]
105. Syntax. What determines the sequencing of words in human languages? What is the
logic of sentence structure? How can we make sense of syntactic variation within and
across languages? The course emphasizes skills in critical thinking and syntactic
argumentation in the framework of contemporary theories of syntax. Also the Chomskyan
revolution in linguistics. Prerequisite: Ling 5 or Ling 10 or permission of instructor.
Spring, Ms. Markman (Pomona).
106. Semantics. Language meaning is central to human knowledge and action, yet also
seemingly forever elusive and contextual. What is the relationship between meaning and
linguistic form, meaning and thought, meaning and culture? What is the relationship
between meaning and categorization? How does meaning relate to logic? Why do words
change meaning over time? Spring, M. Hackl. (Pomona).
107. Pragmatics: How to Do Things with Words. A philosophical and linguistic
introduction to language use and non-truth-conditional aspects of meaning. Topics from
philosophy of language and linguistics: speech acts, presupposition, conversational
implicature, context, and common ground, demonstratives and indexicals, topic/comment
and focus, with applications to law and psychology. Spring, J. Atlas. (Pomona).
108. Phonology. Analyses of the organization of sounds in the worlds’ languages.
Fundamental concepts in phonological theory and their relation to issues in articulatory
and acoustic phonetics. The course focuses on feature systems, underlying representations,
phonological rules and derivations, syllable structure, and the morphology-phonology
interface. Examples and exercises from a variety of languages. Fall, Ms. Harves (Pomona).

150 LINGUISTICS
109. Morphology. Provides an introduction to morphology, the study of how words are
built from their component parts. Topics to be covered include methods of morphological
analysis, the relationship between morphology and other areas of grammar, and modern
theories of morphology. Spring, Ms. Paster.
110. Language and Gender. The relation between cultural attitudes and language. The
course will investigate how gender socialization is reflected in the structure of language
at all levels, and the extent to which male/female patterns of language use might
contribute to the creation and/or maintenance of given structures of power, solidarity, etc.
Students will be expected to develop their own fieldwork-based project. Fall, C. Fought.
112. Language in Society. Language is an expression of our identity. This course will
explore how language reflects social patterns, including class, gender, ethnic, regional
and other differences. How these differences can lead to conflicts in interaction. Students
will do a fieldwork project. Prerequisite: Ling 10 or permission of instructor. Fall, C. Fought.
115. Bilingualism. How is the bilingual experience different from the monolingual one?
How does the bilingual brain process language? How is the simultaneous acquisition of
two languages different from acquiring a second language later? Is language mixing bad?
This course investigates the special identity of bilingual speakers from social and
psychological perspectives. Prerequisite: Ling 10, 11 or Psychology 51. C. Fought.
[next offered 2007-08]
116. Language and Ethnicity. This course will explore the language patterns of four
American ethnic minority groups (African-Americans, Hispanic-Americans, Native-
Americans and Asian-Americans) with a focus on inter-ethnic communication. Topics
include the role of language in defining identity, language use in the classroom, nonverbal
elements of communication, traditions of joking, and bilingualism. Spring, C. Fought.
Anth 117. Language and Power. (see Anthropology 117). C. Strauss. [not offered 2006-07]
121. Psycholinguistics. How are we seemingly effortlessly able to produce and
comprehend language in all of its complexity? Course provides introduction to research
and theory on language processing. Focus on empirical studies of word recognition,
sentence processing, discourse, and semantic interpretation, as well as language
acquisition and breakdown. Prerequisite: Ling/CogSci 11 or Psych 51. Spring,
Ms. Markman. (Pomona)
LINGUISTICS
123. Language Acquisitions Linguistic Theory. This course provides an introduction to
current thinking on language acquisition through the lens of linguistic theory. Topics
focus on the acquisition of phonological, syntactic, and semantic properties of language,
including negation, null subjects, pronoun interpretation and quantification. Theories of
first language acquisition will be discussed in relation to second language acquisition.
May not take both Lgcs 123 & Psyc 123 for credit. Prereq: Lgcs 10 or permission of
instructor. Fall, Ms. Harves (Pomona).
Phil 123. Perspectives on Mind and Brain. (See Philosophy 123). Spring, B. Keeley.
125. Language in the Field. Aspects of a language unfamiliar to the class will be analyzed
from data elicited in class from a speaker of the language. Several analytical procedures
will be examined. May be repeated for credit. Languages vary from year to year.
Prerequisite: Linguistics 10 and Ling 108 or consent of instructor. Spring, Ms. Paster (Pomona).
149. Music Perception and Cognition. Perceptual and cognitive processes involved in the
hearing of music. Emphasis on concepts from music theory, criticism, history and
ethnomusicology that may be understood in terms of cognition. Topics include the
perception of sound; pitch, rhythm and other features as they figure in the perception of
musical organization; melody; harmony; musical meaning and affect. Prerequisite: LGCS
11 or Psych 160 or Music 80. [next offered 2007-08]
Anth 151. Hidden Meanings of Speech. (See Anthropology 151). C. Strauss.
[not offered 2006-07]
160. Perception and Cognition. Investigates the question of how we use patterns of
physical energy to perceive the world. Covers topics from sensation to cognition,
including music, language communication, disorders of perception, attention,
unconscious perception, and brain mechanisms in cognition. Laboratory arranged.
Prerequisite: Psych 51, Ling/CogSci 11, or equivalent. Spring. W. Banks (Pomona).
162. Memory and Language. Investigates the nature of human memory and how it
interacts with language. Emphasis on architecture of memory systems from working
memory to semantic memory, and on memory processes in language comprehension and
production. Evaluates research on how we remember, why we forget, memory without
awareness, and language and memory disorders. Laboratory. Prerequisite: Psych 51 or
Ling/CogSci 11. (Pomona). [next offered 2007-08]
166. Topics in Sociolinguistics: Language, Media and Gender. Explores advanced topics
in sociolinguistics. We will look at representations of gender in the media, especially as
they relate to language. We’ll explore questions such as: How are women of different
ethnicities portrayed in terms of language? What representations do we see of gay men,
transgendered people, etc. Students will conduct a research project Prerequisites: Ling 10,
and a sociolinguistics class such as 110 or 112. Spring, C. Fought.
151

152 LINGUISTICS
175. Seminar in Cognitive Science. A philosophical, linguistic and psychological
examination of a central topic in cognitive science, e.g., metaphor, language and thought,
modularity of the mind, concepts. Normally to be taken in the junior year. Topics vary
from year to year. May be repeated for credit. Spring, J. Atlas (Pomona).
179. Comparative Germanic/ Slavic Linguistics. Ms. Harves. Introduction to the Slavic
and Germanic language, focusing on historical development from Proto-Indo-European.
Comparing the phonology, morphology and syntax of various Slavic and Germanic
languages, ranging from Czech, Russian, and Bulgarian to German, Dutch and Icelandic.
Next offered 2008-09.
185L. Topics in Psycholinguistics. Language production. Research and theory related to
how we produce language. Focus on lexical and syntactic production. Topics also include
conversation, disfluency and speech errors, and age—related changes in processing.
Topics vary from year to year. Prerequisite: LGCS 121, 123 or permission of instructor.
May be repeated for credit. Mr. Thornton (Pomona). [next offered 2007-08]
185M. Topics in Mind and Language. A philosophical introduction to topics in
philosophy of language and philosophy of mind, which include: how words refer to
things, what is it for a word/phrase/sentence to be meaningful, what role truth plays in
understanding language, what role inference (deductive and ampliative) plays in
understanding language, how language describes our mental states and their contents,
how much of the meaning of sentences or of thoughts depends on the mind vs. the
world, what a mental representation is and how it compares with a sentence, the nature
of consciousness and the first-person point of view, how to understand emotion vs.
thought,, philosophical consequences for our theory of mind from computer science and
neuroscience. Topics vary from year to year. Prerequisite: One of Philosophy 30, 42, 50,
80, PZ 103 or permission of instructor. May be repeated fro credit. Fall, J. Atlas (Pomona).
185P. Topics of Phonology. Advanced topics in phonological theory, for majors and nonmajors
who completed introduction to Phonology or an equivalent. Familiarizes students
with current original research on a narrowly defined topic. The topics vary considerably
from year to year. And may include Optimality Theory, opacity, phonological typology,
phonetically unnatural phonology, and the phonetics-phonology interface. Spring,
Ms. Harves (Pomona).
185T. Topics in Syntax and Semantics. Investigates advanced topics in semantics and the
syntax-semantics and semantics-pragmatics interface. Topics vary from year to year;
possible topics include quantification, modality, tense, plurals, focus, degree semantics,
modification, displacement, polarity. Prereq: 106. Prerequisite: Ling/CogSci 106. May be
repeated for credit. Fall, Mr. Hackl (Pomona).
187 A, B. Tutorial in Linguistics and Cognitive Science. Selected topics, determined
jointly by the student and the tutor, conducted through frequent student papers
evaluated in Oxford-style tutorial sessions. Prerequisite: written permission of instructor.
187A, Full course; 187B, half-course. May be repeated. Fall/Spring, J. Atlas/Staff (Pomona).
LINGUISTICS
191. Senior Thesis in Linguistic and Cognitive Science. Individual theoretical research
or laboratory experiment, for fourth-year students under faculty supervision. May be
taken as half-course in both semesters of the senior year, or as a full course in the last
semester. Staff.
99/199. Reading and Research in Linguistics and Cognitive Science. Prerequisite:
permission of instructor. 99, lower-level; 199, advanced work. Full or half-course. May be
repeated. Fall/Spring, Staff. (Summer Reading and Research taken as 98/198).
153

154 MATHEMATICS
MATHEMATICS
Pitzer’s mathematics courses are designed to serve three purposes: general education;
service to courses in social, behavioral, and natural sciences; and the basis for the
Mathematics major.
Pitzer Advisers: D. Bachman, J. Grabiner, J. Hoste.
General Education in Mathematics
What is mathematics? What are its major methods and conclusions? How is it related to
other subjects? What do modern mathematicians do? Several Pitzer courses specifically
address these questions. These courses (described below) are: Mathematics 1,
Mathematics, Philosophy, and the “Real World”; Mathematics 7, The Mathematics of
Games and Gambling; Mathematics 8, Mathematics, Art, and Aesthetics; Mathematics 10,
The Mathematical Mystery Tour. These courses cover mathematical material that is
exciting and sophisticated, and yet accessible to students with a standard high school
education in mathematics. As such they offer students an excellent opportunity to break
fresh ground in kinds of mathematics they are not likely to have seen before. All of these
courses, in addition to those in the precalculus and calculus sequences, meet Pitzer’s
Educational Objective in Formal Reasoning.
The Precalculus and Calculus Sequences
Mathematics 20, Elementary Functions, studies algebraic equations and functions, graphs,
and their relationship to each other. It serves as the first semester of the Mathematics 20-
23 sequence, which is designed to prepare students for Calculus I. Mathematics 23, the
second course in the precalculus sequence, introduces the exponential, logarithmic, and
trigonometric functions. These are the functions most widely used in the quantitative
social sciences and natural sciences.
Mathematics 30, 31, and 32 comprise the calculus sequence. The calculus, since it studies
motion and change, is the key mathematical tool in understanding growth, decay, and
motion in the physical, biological, and social sciences. Pitzer offers Mathematics 30 and
31 (first- and second-semester calculus) each year and mathematics 32 and as often as
possible. Mathematics 32 is also offered at Pomona, Claremont McKenna, and Harvey
Mudd Colleges. Pitzer’s calculus classes are based on an approach arising from the recent
National Science Foundation calculus reform project.
We also offer more advanced courses as part of the Claremont Colleges’ Intercollegiate
Mathematics program.
Requirements for the Major
A major in Mathematics can be obtained by taking courses at Pitzer and the other
Claremont Colleges.
I. Calculus (3 courses):
MATHEMATICS
Three semesters of Calculus (Math 30, 31 and 32) with grades of C or above. In some
cases, a suitable score on the Pitzer mathematics placement exam, or Calculus AP exams,
may be substituted for one or more of these courses.
II. Core (3 courses)
Linear Algebra
Differential Equations or a Mathematical Modeling class
Probability
III. Depth and Breadth (4 courses)
Two 2-course sequences of upper division mathematics courses chosen from the same
area of mathematics in consultation with the adviser. Normally the first course will be
prerequisite for the second and will itself have courses from I or II as prerequisites.
Examples include, but are not limited to:
Probability and Statistics
Analysis I and II
Algebra I and II
Functions of a Complex Variable and Complex Analysis
Combinatorics and Graph Theory
Geometry and Topology
Those students planning to do graduate work in mathematics are strongly advised to
consider the Analysis and Algebra sequences under this requirement. Students who
count the sequence of Probability and Statistics under this requirement must then take
one additional upper-division mathematics course of their choice.
IV. Applications and Connections (2 courses)
Two courses outside of mathematics that emphasize the application of mathematics or its
connections to other disciplines: for example, courses in Computer Science, Science,
Engineering, and History or Philosophy of Mathematics. These courses will be chosen in
consultation with the adviser, and normally will have mathematics courses from I, II, or
III as prerequisites.
Combined Programs: Pitzer College and Claremont Graduate University offer combined
programs leading to both a bachelor of arts degree and a Master of Arts degree in
Applied Mathematics, Scientific Computing, Statistics and Operations Research, The
Teaching of Mathematics, or Pure Mathematics. Students who are interested in one or
more of these programs should consult with the Mathematics faculty early in their
undergraduate years.
Minor: The Mathematics minor requires the student to take six graded courses:
Mathematics 31, Mathematics 32, a course in linear algebra, and three additional courses
(which cannot include courses designed to prepare students for calculus) in Mathematics,
155

156 MATHEMATICS
at least two of which must be upper-division, to be chosen by the student in consultation
with a member of the Mathematics faculty. Students who satisfy the requirement for
Calculus II and/or III by placement or by AP credit may constitute the 6 required lettergraded
courses by additional mathematics courses (which cannot include course designed
to prepare students for calculus), by computer science courses, or by courses with
mathematics prerequisites in science, economics, or history and philosophy of mathematics.
A catalogue, “Mathematics Courses in Claremont,” which lists all mathematics courses
offered in The Claremont Colleges, is prepared each year by the Mathematics Field
Committee. Students who want mathematics courses other than those listed below
should consult this catalogue. Copies are available in the office of the Registrar, from the
Mathematics faculty, and on the World Wide Web.
Honors: Students will be recommended for Honors at graduation if their overall gradepoint
average is 3.5 or above, if their grade-point average in Mathematics is 3.5 or above,
and if they satisfactorily complete a Senior Exercise of honors quality. The Senior Exercise
will be designed by the students and their Pitzer mathematics adviser, with the
cooperation, if appropriate, of mathematics faculty elsewhere in Claremont.
AP Credit: A student who has a score of 4 or 5 on the Mathematics Calculus AB
examination will receive credit for Mathematics 30 after passing Mathematics 31.
Similarly, a student with a score of 4 or 5 on the Calculus BC exam will receive credit for
Mathematics 30 and 31 after passing Mathematics 32.
1. Mathematics, Philosophy, and the “Real World.” Throughout history, mathematics
has changed the way people look at the world. This course will focus on two examples:
Euclidean geometry (which suggested to philosophers that certainty was achievable by
human thought), and probability and statistics (which gave scientists a way of dealing
with events that did not seem to follow any laws but those of chance). Readings and
problems will be taken from three types of sources: (1) Euclid’s Elements of Geometry; (2)
modern elementary works on probability and its applications to the study of society and
to gambling; (3) the writings of philosophers whose views were strongly influenced by
mathematics, such as Plato, Aristotle, Pascal, Spinoza, Kant, Laplace, Helmholtz, and
Thomas Jefferson. Prerequisite: high school algebra and geometry. Enrollment is limited.
Fall, J. Grabiner.
6. Pencil and Paper Games. This class will focus on the analysis of games in which
chance is not a factor. Familiar examples range from tic-tac-toe to chess. This analysis
leads to direct applications to the social sciences, as well as to such mathematical oddities
as surreal numbers. Offered in alternate years. Prerequisite: high school algebra. Spring,
D. Bachman.
7. The Mathematics of Games and Gambling. An introduction to probability and game
theory. Topics will include combinations, permutations, probability, expected value,
Markov chains, graph theory, and game theory. Specific games such as keno, roulette,
craps, poker, bridge, and backgammon will be analyzed. The course will provide
MATHEMATICS
excellent preparation for statistics courses as well as for uses of game theory in the social
sciences. Prerequisite: high school algebra. Fall, J. Hoste.
10. The Mathematical Mystery Tour. I saw a high wall and as I had a premonition of an
enigma, something that might be hidden behind the wall, I climbed over it with some
difficulty. However, on the other side I landed in a wilderness and had to cut my way
through with a great effort until-by a circuitous route-I came to the open gate, the open
gate of mathematics. From there well-trodden paths lead in every direction…. (M.C. Escher).
Many beautiful and exciting topics in mathematics are accessible to students having only
a minimal background in mathematics. Study knots in 3-dimensional manifolds, learn
that some infinities are bigger than others, discover surreal numbers and write home
about it on 1-sided postcards. Topics will vary from year to year and the course may be
repeated for credit. Little mathematical experience required.
10B. Cartography. We will study various aspects of the history and mathematics of map
making. Topics include surveying, finding longitude and latitude, globe projections and
spherical trigonometry. D. Bachman. [not offered 2007-08]
157
10G. Mathematics in Many Cultures. Mathematical ideas are found in many cultures,
among both literate and non-literate peoples. We will study both the mathematics and the
role it plays in the cultures. Examples will be chosen from the mathematical ideas of
present-day peoples of Africa, Asia, Oceania, and the Americas, as well as historic Egypt,
Mesopotamia, Greece, Islam, and China. Students will learn the modern mathematical
concepts necessary to understand the examples. Spring, J. Grabiner.
10H1. Dynamical Systems, Chaos, and Fractals. By means of computer experimentation,
this course will explore the basic concepts of dynamical systems and the strange world of
fractals. Topics ill include fixed points, periodic points, attracting and repelling sets,
families of functions, bifurcation, chaos and iterated function systems. We will investigate
several famous examples including the Quadratic Family, the Henon map, Julia sets and
the Mandelbrot set. No previous computer experience requires. Some knowledge of
calculus will be helpful but not required. J. Hoste. [not offered 2007-08]
10H3. Topology. This course explores the shape of 1,2,3, and 4-dimensional space. Is the
universe curved or flat? Could an astronaut return from a long journey as the mirrorimage
of her former self? What do knots have to do with this? The subject is extremely
visual-we will draw pictures and make models in order to gain insight. Enrollment is limited.
J. Hoste. [not offered 2007-08]
11. Theories of Electoral Systems. (See also POST 111). In this course we will analyze
various voting procedures (majority rule, Borda counts, instant runoff voting,
proportional representation, etc.) as well as ways of assessing voting power and other
kinds of power. We will also consider the U.S. Electoral College, the use of the initiative
in California and the election for governor in California. This course satisfies Pitzer’s
formal reasoning objective. J. Hoste/J. Sullivan. [not offered 2007-08]

158 MATHEMATICS
20. Elementary Functions. Review of intermediate algebra and geometry. Linear,
quadratic, higher degree polynomial, and rational functions and their graphs.
Applications of these topics. The sequence Mathematics 20 and 23 is designed to prepare
students for calculus. Prerequisite: a satisfactory score on the mathematics placement
examination. [offered in alternation with Scripps College] Fall, J. Grabiner.
23. Transcendental Functions. [A continuation of Mathematics 20] Exponential,
logarithmic, and trigonometric functions, and applications of these. Enrollment is limited.
Prerequisite: a grade of C or above in Mathematics 20 or a satisfactory score on the
mathematics placement examination. Fall, J. Hoste/ Spring, J. Grabiner.
30. Calculus I. Introduction to the basic concepts of the calculus, including slopes, rates of change,
limits, the derivative and the integral, and the relationships between these concepts, especially
the Fundamental Theorem of Calculus, with applications to the natural and social sciences.
Each concept will be treated from numerical, analytic, and geometric perspectives. Prerequisite:
a grade of C or above in Mathematics 23 or a satisfactory score on the mathematics placement
examination of permission of instructor. Enrollment is limited. Fall, D. Bachman/Spring, Staff.
31. Calculus II. Transcendental functions, techniques of integration, infinite series, related
topics, and applications. Again, each concept will be treated from numerical, analytic,
and geometric perspectives. Prerequisite: a grade of C or above in Mathematics 30.
Enrollment is limited. Fall, D. Bachman/Spring, Staff.
32. Calculus III. Vectors and vector functions, partial derivatives and differentiability of
functions of several variables, multiple integrals. Prerequisite: Mathematics 31 or
equivalent, or placement score. Spring, D. Bachman.
60. Linear Algebra. Topics will include matrices, Gaussian elimination, vector spaces and
subspaces, linear transformations, bases, octhogonality, determinants, eigenvalues and
eigenspaces, and applications of linear algebra. Prerequisite: Math 32 or concurrent
enrollment in Math 32. J. Hoste. [not offered 2007-08]
108. History of Mathematics. A survey of the history of mathematics from antiquity to
the present. Topics emphasized will include: the development of the idea of proof, the
“analytical method” of algebra, the invention of the calculus, the psychology of
mathematical discovery, and the interactions between mathematics and philosophy.
Prerequisite: Math 31. Spring, J. Grabiner.
123. Logic. Propositional and first order predicate logic. The completeness, compactness
and Loeweheim-Skolem theorems. Decidable theories. Application to other areas of
mathematics (e.g., nonstandard analysis). D. Bachman [not offered 2007-08].
141. Hyperbolic Geometry. An introduction to hyperbolic geometry in dimensions 2 and
3. Topics will include: Poincaré dish model, upper half space model, hyperbolic isometrics,
linear fractional transformations, hyperbolic trigonometry, cross-ratio, hyperbolic
manifolds, and hyperbolic knots. Prereq: Math 60. J. Hoste. [not offered 2007-08]
MATHEMATICS
142. Differential Geometry. Curves and surfaces, Gaussian curvature, isometries, tensor
analysis, covariant differentiation with applications to physics and geometry.
Prerequisite: Math 60. Spring, D. Bachman.
159
145. Topics in Geometry and Topology. This course will vary from year to year and cover
topics chosen from geometry and topology. May be repeated for credit. Prerequisites will
vary with course content. Topic for Fall semester: Kleinian Groups—Topic will include
complex numbers, hyperbolic geometry, Mobius transformations, Kleinian groups and
limit sets of Kleinian groups. Using computers, we will draw pictures of limit sets.
Prerequisite: Math 171 or permission of instructor. Topic for Spring semester: Calculus of
Variations—This course will focus on geometric problems which require variational
calculus, including geodesics, isoperimetric inequalities, and minimal surfaces.
Prerequisites: math 131 or permission of instructor. Fall, J. Hoste/Spring, D. Bachman.
148. Knot Theory. An introduction to the theory of knots and links from combinatorial,
algebraic, and geometric perspectives. Topics will include knot diagrams, p-colorings,
Alexander, Jones, and HOMFLY polynomials, Seifert surfaces, genus, Seifert matrices, the
fundamental group, representations of knot groups, covering spaces, surgery on knots,
and important families of knots. Prerequisite: Topology (Math 147), or Algebra (Math
171), or permission of instructor. J. Hoste. [not offered 2007-08]
199. Senior Exercise. Open to mathematics majors by invitation only. Fall/Spring, Staff.

MEDIA STUDIES
MEDIA STUDIES
Media Studies is an interdisciplinary field that explores the histories, technologies, and
social and cultural contexts of a range of contemporary media forms, including
mechanical and electronic media such as film, video, television, print, and the Internet as
well as other contemporary forms of culture. Media Studies at The Claremont Colleges
presents students with an integrated approach to media production and the critical study
of the media, seeking to understand the present state of media practices through an examination
of their historical and technological development, an analysis of their genres, and a
rigorous investigation of the theoretical approaches that have been brought both to the
creative practices of media producers and the critical practices used by contemporary scholars.
Production is a key element of the Media Studies major, but the mode of production
studied at The Claremont Colleges is not oriented toward traditional narrative film or
television, or toward commercial models of new media; rather, this major stresses
“independent” narrative forms, documentary, video and digital art, and communitybased
media practice, seeking to confront not only the ways that the media construct the
contemporary cultural environment, but also the ways in which we as producers and
consumers are all constituted by the same cultural formations that we seek to challenge.
Above all, the major seeks to explore the media from a perspective that eliminates the
traditional boundaries between disciplines and between media theory and media production,
thus illuminating new ways of seeing, thinking, and communicating in the world.
Pitzer Advisers: A. Juhasz, G. Lamb, J. Lerner, M-Y. Ma., T. MacLean.
Requirements for the Major
The Media Studies major requires the completion of 11 courses, with a concentration in
Film/Video, Digital/Electronic Media, or Critical Studies.
All Media Studies majors will complete the following courses. Courses listed as fulfilling
each requirement are subject to change, and other courses may be counted toward those
requirements with approval of the Curriculum Committee.
1. One introductory critical/theoretical course:
MS 49 PO, Intro to Media Studies or Art 179 SC, Media Studies in Visual Culture
MS 50 PZ, MS 50HM, or Lit 130 CM, Language of Film
MS 51 PO, Introduction to New Media
2. One introductory production course:
Art 20 PO, Photography I
Art 24 PO, Digital Art I
Art 141 SC, Introduction to Digital Imaging
Art 143 SC, Digital Color Photography
Art 145 SC, Beginning Photography
Art 148 SC, Introduction to Video
MS 82 PZ, Introduction to Film and Video Production
MS 182s HMC, Introduction to Video Production
3. One course in media history:
Lit 131 CM, Film History I (1925-1965)
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162 MEDIA STUDIES
Lit 132 CM, Film History II (1965-Present)
Lit 134 CM, Special Studies in Film
Lit 136 CM, American Film Genres
MS 45 PZ, Documentary Media
MS 47 PZ, Independent Film Cultures
MS 79 PZ, Silent Film
MS 86 PZ, History of Ethnographic Film
MS 89 PZ, Mexican Film History
MS 91 PZ, History of American Broadcasting
MS 100 PZ, Asian Americans in Media: A Historical Survey
4. One course in media theory:
Art 181 SC, Theory Seminar in Studio Art and Media Studies
Art 181G SC, Topics in Art Theory
Art 183 SC, Feminist Concepts and Practices in Media Studies and Studio Art
Arhi 141B PO, Africana Cinema: Through the Doc Lens
Engl 118 PO, The Nature of Narrative in Fiction and Film
Lit 103 HM, Third Cinema
Lit 136 CM, American Film Genres
Lit 138 CM, Film and Mass Culture
MS 46 PZ, Feminist Documentary Production and Theory
MS 48 PZ, Media Ethnography/Autobiography
MS 72 PZ, Women and Film
MS 74 PZ, Sound Theory, Sound Practice
MS 76 PZ, Gender and Genre
MS 110 PZ, Media and Sexuality
MS 147 PO, Topics in Media Theory I
MS 149 PO, Topics in Media Theory II
MS 197 PZ, Media Praxis in Ontario
5. A senior seminar:
MS 190 PO, MS 190 PZ, or MS 190 SC
Each student will also complete one of the following six-course concentrations:
Film/Video
6. One intermediate or advanced film/video production class.
7. One additional course in media history, as listed above.
8-11. Four appropriate electives, drawn from the list of all approved courses that
follows (note that Pitzer MS majors must select MS 194 PZ, Media Arts for Social
Justice, or MS 196 PZ, Media Internship, as one of their electives).
Digital/Electronic Media
6. An intermediate or advanced digital production course.
7. One course in 20th or 21st-century art history:
Arhi 181 SC, Art Since 1945
Arhi 184 PO, Arts of North America: A Social History, 1900 to Present
Arhi 185 PO, History of Photography
Arhi 185T, PO, Art and Time
8-11. Four appropriate electives, drawn from the list of all approved courses that
follows (note that Pitzer MS majors must select MS 194 ZP, Media Arts for Social
Justice, or MS 196 PA, Media Internship, as one of their electives).
Critical Studies
MEDIA STUDIES
6. One additional media theory course, as listed above. One of the two required media
theory courses must be MS 147 PO or MS 149 PO. Topics in Media Theory I or II.
7. One additional course in media history, as listed above.
8-11. Four appropriate electives, drawn from the list of all approved courses that
follows (note that Pitzer MS majors must select MS 194 PZ, Media Arts for Social
Justice, or MS 196 PZ, Media Internship, as one of their electives).
Critical Studies: Film Studies Option
Students desiring an emphasis in Film Studies should follow the Critical Studies track,
tailoring their major by selecting the following courses:
163
1. MS 50 PZ or Lit 130 CM, Language of Film
2. MS 82 PZ, Introduction to Film and Video Production; Art 148 SC, Introduction to
Video; or MS 182s HM, Introduction to Video Production.
3. MS 147 PO, Topics in Media Theory 1; or MS 149 PO, Topics in Media
Theory II
4. One course in film theory, such as: Lit 103 HM, Third Cinema; Lit 138 CM, Film
and Mass Culture; Lit 139 CM, Film Theory; MS 46 PZ, Feminist Documentary
Production and Theory; MS 72 PZ, Women and Film; or MS 76 PZ, Gender and
Genre; MS 48 PZ, Media Ethnography/Autobiography; MS 74 ZP, Sound Theory,
Sound Practice; MS 110 PZ, Media and Sexuality; MS 197 PZ, Media Praxis in
Ontario; or Arhi 141B PO, Africana Cinema: Through the Doc Lens.
5-6. Lit 131 CM, Film History I (1925-1965) and Lit 132 CM, Film History II (1965-Present)
7. MS 190 PO, Senior Seminar.
8-11. Four appropriate film-oriented electives drawn from the list of all approved
course that follows (Note that Pitzer MS majors must select MS 194 PZ, Media Arts
for Social Justice, or MS 196 PZ, Media Internship, as one of their electives).
Senior Exercise
(The senior exercise consists of a topical senior seminar jointly taught during the fall
semester by faculty from each of the concentrations. This seminar asks students to bring
together the various aspects of their course of study, producing an appropriate
culminating seminar project that demonstrates their command of the fields and the forms
of critical and creative practice that they have studied.
During this seminar, all senior Media Studies majors will be given the option to develop a
proposal for a second-semester Senior Project. These proposals will be reviewed by the
Media Studies faculty, and selected students will go on to complete an independent
project under the supervision of two members of the Media Studies faculty or
appropriate affiliated faculty members from The Claremont Colleges. The Senior Project
course will count toward the four electives required for the major.

164 MEDIA STUDIES
Minor: A minor in Media Studies requires completion of six graded courses, which must
include the following:
1. One introductory critical/theoretical Media Studies course
2. One introductory media production course
3. One intermediate/advanced level Media Studies course
4. One media service or media internship
5. One media theory course
6. One elective in Media Studies.
Combined Major: For combined majors, one Introduction to Media course, one
production course, one media theory course, the Senior Seminar, and four additional
Media Studies courses are required. The combined major must reflect a coherent
integration of the two fields.
Double Major: Students must complete the requirements for both majors, including any
theses or honors requirements. Normally, no more than two courses can be counted to
fulfill the requirements in both fields.
Honors: Media Studies majors with at least a 3.5 cumulative GPA will be invited to have
their senior project or thesis evaluated for honors. Students whose senior project receives
a grade of “A” will be recommended to the Media Studies Field Group for honors.
Students in production courses have access to equipment for course work. The
Production Center provides digital camcorders, 16mm and Super 8 film cameras,
microphones, lights, and other production equipment. Post-production facilities include
Final Cut Pro digital editing systems and basic film editing equipment.
All courses are not offered each academic year. Please check appropriate catalogue for
precise offerings.
43. Beyond Road Movies: Immigration, Exile and Displacement in Media. This is a
survey of contemporary media productions that address the displacement of peoples in
diasporic cultures. In this course, we will focus on the cultural, social, and political
conditions that led to mass migrations around the world, and how these conditions have
influenced media artists in their practice. Prerequisites: MS 50, or PO 49 or equivalent,
and permission of instructor. M-Y. Ma. [not offered 2007-08]
45. Documentary Media. This course involves production, a historical survey of
documentary practices in photography, film and video, and a discussion of the ethical
and ideological issues raised by the genre. Students will be expected to produce two
short documentary projects in any media. J. Lerner. [not offered 2007-08]
46. Feminist Documentary Production and Theory. Women have made politicized
documentaries since the invention of the motion picture camera. Students will learn this
complex theoretical, historical and political tradition while producing their own feminist
documentary. Prerequisite: MS 50, PO MS 49 or equivalent, or MS 82. Enrollment is
limited. Course fee: $150. A. Juhasz. [not offered 2007-08]
MEDIA STUDIES
47. Independent Film Cultures. While Hollywood is the dominant film system, it is by
no means the only structure through which films are made or enjoyed. Artists, political
people, counter-culture types, and many others who oppose mainstream culture have
created independent film cultures including avant-garde, “indie” and digital cultures.
Course work will explore these 3 cultures through readings, screenings, written papers,
and production projects. A. Juhasz. [not offered 2007-08]
48. Media Ethnography/Autobiography. This integrated production/theory course will
survey the rich traditions of autobiographical and ethnographic media production while
also reading theories and histories of these practices to consider the diverse ethics,
strategies, contradictions, and motives of using a camera for knowledge of self and other.
Students will produce media ethnographies and autobiographies, as well as written analyses
of these practices. Prerequisite: MS 82. Course fee: $150. A. Juhasz. [not offered 2007-08]
49 PO, SC. Introduction to Media Studies: Print Media, Television and Popular
Culture. This course will focus on the history and critical analysis of print media,
television and popular culture with an emphasis on developing critical skill sand
interpretive strategies. Fall, Staff/Spring, Staff.
50. Language of Film. Film and video are often considered to be a distinct semiotic
system or art form with their own “language.” This course surveys the variety of
structures which can organize moving pictures: from Hollywood continuity editing,
Soviet montage and cinema verite to voice-over documentary, talking heads and
postmodern voices with no center at all. The course includes silent film, classic
Hollywood narrative, avant-garde film and video, documentary and activist video.
Enrollment is limited. [not offered 2007-08]
165
55. Introduction to Documentary Film. Journeying through the landscape of
documentary, from its simple ethnographic beginnings to the complex creative expression
of personal, social and political reality that it is today, we will learn to analyze, through
screenings and readings, the styles, ethics, choices and techniques employed by
important filmmakers. Fall, V. Mudd.
61. Pan-American Vanguards. An introduction to a range of modernist vanguard
movements from 20th century South, Central and North America, this course surveys the
literary, cinematic and fine arts production of these groups. Emphasis is placed on the
close analysis of primary texts and comparative studies across genres, media and national
boundaries. Spring, J. Lerner.
Soc 70. Media and Society. (See Sociology 70.) [not offered 2007-08]
Soc 71. Sociology of Popular Music. (See Sociology 71). Fall, D. Basu.
72. Women and Film. An investigation of both the oppressive and oppositional potential
of the fiction film as it either captures or constructs cultural understandings of women’s
sexuality, agency and identity. This introduction to feminist film theory and scholarship
will consider the representation of women in a variety of classic Hollywood film genres
as well as how women represent themselves in both Hollywood and avant garde film and
video. Prerequisite: MS 49 (PO) or MS 50 or equivalent. A. Juhasz. [not offered 2007-08]

166 MEDIA STUDIES
73. Race Theory and Media. This course makes race central to critical media studies.
Theoretical concerns about race and nation, difference, aesthetics, cultural production and
consumption remain central to investigations of critical junctures in history including
colonialism and European empire, U.S. Civil Rights era, the Cultural Wars, and the 2001
World Conference on Racism.[not offered 2007-08]
74. Sound Theory, Sound Practice. An intermediate-level course focusing on sound
theory and relationship between sound and image. This topic will be examined through
reading assignments, screenings and listening sessions, in-class presentations, writing
and sound recording assignments. In this class, students will engage with the history of
audio reproduction, the concepts of French theorist Michel Chion, the psychoanalytic
theories on the female body and voice, the notion of the soundscape, and the relationship
between ethnography, colonialism, and audio technology. Prerequisite: any Music Theory
course. M-Y. Ma. [not offered 2007-08]
Soc 75. Global Media and Culture. (See Sociology 75) A. Mezahav. [not offered 2007-08]
76. Gender and Genre. Generic coding allows for the telling and re-telling of narratives
which revel in (white, male, heterosexist) society’s “hidden” fears, desires and beliefs. But
what happens when the demons, seductresses, whores and monsters of such tales revision
genre for their own ends? We will consider how horror, melodrama and film noir
speak to/for/about women. A. Juhasz. [not offered 2007-08]
MS 77/Soc 77. Imagined Communities. (Also Sociology 77.) How are boundaries of time,
space, origin, community, and political allegiance imagined in the following case studies:
Eastern Europe, American Suburbs, the International Queer Movement, and the African
Diaspora. Enrollment is limited. A. Juhasz/D. Basu. [not offered 2007-08]
78. Intermediate Video Projects. This is a topic-driven, intermediate-level production
course. Topics are chosen in response to student interest in particular areas of media
theory, or to enable them to adapt to ever-changing platforms of media technology.
Students in the class will develop specialized technical skills based on their training in
introductory production courses, and focus on specific fields of knowledge within Media
Studies: Prerequisites: MS 82 PZ or equivalent. M-Y. Ma. [not offered 2007-08]
79. Silent Film. The invention of cinema fit within the emerging order of modernism?
This class will examine early cinema in the context of the turn-of-the-century project of
extending the field of human vision, examining topics such as ethnography, science,
journalism, travel, representations of the city and architecture, and the construction of
racial difference. Prerequisite: MS 50, or equivalent. Spring, J. Lerner.
80. Video and Diversity. An introductory level course exploring video as a medium,
particularly as it is utilized by women, people of color, lesbians and gays, grassroots
activists, as well as other peoples who are under and/or mis-represented by dominant
media. This class explores independent video production from historical as well as issueoriented
approaches. The history of video technology, from analog to digital, is studied
with a focus on developments that made video an accessible and powerful tool for selfexpression
and political intervention. Issues around gender, race, class, and sexual
politics are examined in relation to works from the above-mentioned communities. Bodes
MEDIA STUDIES
of work by individual makers and collectives are presented as case studies in how
multiple issues can be addressed through singular oeuvres. Spring, G. Lamb.
Anth 81. Media Discourse. (See Anthropology 81) C. Strauss. [not offered 2007-08]
82. Introduction to Video Production. This workshop is an introduction to all aspects of
digital video production—camera, lights, tripods, sound and non-linear editing. Handson
assignments will be organized around the formal properties and power of video. The
workshop will allow students to evaluate each other’s work as well as that produced by
media professionals and to create a final video of their own. Prerequisite: MS 50 PZ, MS
49 PO, Art 179 SC or Lit 130 CM. Enrollment is limited. Course fee: $150. Fall, A. Juhasz/
Spring, G. Lamb.
83. Contemporary Practices in Media. The class will be developed around visiting media
artist’s presentations and contemporary media art exhibitions. This work is situated
through readings, presentations, and papers in a larger media studies history.
Prerequisite: MS 50 or PO 49. Spring, K. Sears.
84. Handmade Film. Rejecting the prevailing Hollywood wisdom that one needs millions
of dollars to make a movie, this class explores different models for creating moving
images with the most modest of resources. Options to be considered include hand
processing, camera-less films, PXL video, super-8 film, recycling and appropriation.
Students will be expected to create several short exercises in order to familiarize
themselves with these different techniques, as well as a final project. Course fee: $150.
Spring, J. Lerner. [
86. History of Ethnographic Film. This course offers a historical survey of ethnographic
film, beginning in the silent era with the early efforts of Robert Flaherty and with Curtis,
and continuing to recent works by Manthia Diawara, Marlon Fuentes and Trinh T.
Minh-ha., J. Lerner. [not offered 2007-08]
87. Media Sketchbook. This is an intermediate-level video production class. Students are
required to complete short (one to two minute) assignments every other week. The
objectives of the class are to further refine the skills of shooting, editing, etc., and to
develop a critical vocabulary to talk about your work and the work of others. Course fee:
$150. Prerequisite: MS 82 or equivalent. Fall, J. Lerner.
88. Mexican Visual Cultures. A survey of both popular and elite visual arts in Mexico
from the time of Independence to today, including painting, prints, murals, sculpture
and, more recently, film and video. Emphasis will be placed on the interchanges between
media and the understanding of visual culture as a reflection of social changes. Fall, J. Lerner.
89. Mexican Film History. This survey of the evolution of media Mexico extends from the
first Edison to contemporary video art. Special attention will be paid to the avant-garde
and other marginalized cinemas in relation to other art forms, experimental filmmakers
from other countries working in Mexico and the Mexican film industry. J. Lerner.
[not offered 2007-08]
167

168 MEDIA STUDIES
91. History of American Broadcasting. Studies the history of American broadcasting
from the diffusion of radio as a mass media through the transition to television, up to the
development of television as the dominant broadcasting form. Students will begin to
understand the impact of U.S. broadcasting by familiarizing themselves with key
programs and trends. Fall, T. MacLean.
99. Advanced Video Editing. This course integrates the theory and history of editing
with instruction in on-line non-linear video editing. Reading and viewing assignments
will complement hands-on editing exercises. Prerequisite: Introduction to Video
Production—MS 82PZ, MS 182HM, Art 148SC. Enrollment is limited. Course fee: $150.
Spring, G. Lamb.
100. Asian Americans in Media. This is a historical survey of Asian American
involvement in media production, beginning with the Silent Film Era and ending with
contemporary projects in film, video, and new media. In this course, we will focus on the
shifting yet continuous participation of Asians in the production of media in North
America, and look at how changing political, social, and cultural discourses have shaped
media representations of Asians throughout this period. Fall, M-Y. Ma.
109. Queer Film and Media. This course integrates queer studies and media studies
through a feminist perspective. We will look at queer representation in film and
television and explore the historical and contemporary debates and theories concerning
queer media production while exploring issues of gender, sexuality, race and ethnicity,
censorship, and independent and underground cultural practices. Prerequisite: MS 50 or
MS 49 or Intro level GFS. [not offered 2007-08]
110. Media & Sexuality. This course is an intermediate/advanced-level course examining
the intersections between media theory and the study of sexuality. In exploring issues
including transgenderism, pornography, censorship, feminism, queer cinema, and
representations of race and sexuality, this course focuses on compelling case studies that
provide students with specific understanding of the prevailing debates and defining
theories of sexuality within media studies. Prerequisite:. MS 49 or 50 or Intro level GFS
course. Please note: Students must be aged 18 and above to enroll in this course. Fall, A.
Juhasz/M-Y. Ma.
IIS 110. (Mis) Representation: Near East and Far East. (See International Intercultural
Studies 110) Spring, J. Parker.
Soc 124. Race, Place, and Space. (See Sociology 124) Spring, D. Basu.
Engl 132. Black Queer Narratives and Theories. (See English 132) Spring, L. Harris.
133. Media Arts and the World-Wide Web. Production and theory course exploring the
use of web for micro distribution, video exchange projects, and innovative
communication/activism projects online. Students will work together to establish video
web site with discussion board and carry out an exchange/distribution project with LA
youth inner-city group and possibly international student/youth partners. Making direct
contact with exchange partners is key. There will be regular readings and web
presentations on developments in new media arts. Students will learn to compress video
MEDIA STUDIES
for web and basic web design. Emphasis will be on how media communication forms are
changing and how we can utilize personal media and online exchange to learn more
about ourselves and others. G. Lamb. [not offered 2007-08]
Soc 134. Urban Life in LA. (See Sociology 134). D. Basu. [not offered 2007-08]
Soc 135. Framing ‘Urban’ Life. (See Sociology 136). Spring, D. Basu.
135. Learning from You Tube. What can You Tube teach us, and is this how, what and all
we’d like to learn? Over its hundred year history, radical media theorists have looked
with utopian zeal to a moment in the media future which turns out to be upon us: a time
where access to the production and distribution of media is democratically available
outside channels organized by capital. So why is the technology being used primarily to
spoof mainstream media forms and what does this tell us about the media, our society,
and political possibility? Fall, A. Juhasz.
Engl 145. Modern Mexican Literature & Film. [see English/World Literature 145] Fall,
N. Masilela/E. Vasquez.
Span 188. Documenting Spanish Speaking Cultures in Our Community. (See Spanish
188). Alternate years, E. Jorge.
190a. Senior Seminar in Media Studies [formerly Senior Projects] This team-taught
seminar, to be taken during the fall semester of the senior year, constitutes the senior
exercise required to graduate with the IMS major. It prepares students with the skills and
knowledge to continue their media studies practice and research post-graduation.
Students will attend one large group meeting weekly and one smaller group meeting
focused on one of the three tracks: film/video, critical studies, and digital/electronic.
Students interested in doing a thesis: a media project, a written thesis, or a
digital/electronic work, may apply to do so in conjunction with the seminar. Fall,
M. Ma/K. Tran (SC)/J. Friendlander (PO).
192. Advanced Media Project. Student designed media production project involving
advanced production and post-production skills, adequate pre-production research, and
writing component. Prerequisite: Media Studies 82. May be taken twice for credit.
Pass/No Credit only. Course fee: $150. Fall/Spring, Staff.
193. Directed Reading or Study in Media. Student designed media studies project
involving advanced readings in theory, history or aesthetics with written analysis. May
be taken twice for credit. Fall/Spring, Staff.
194. Media Arts for Social Justice. Working in groups or individually, students will
implement hands-on media production projects with local non-profit and social service
agencies. Students will culminate projects with an end of semester event for all participating
groups. Collaboration will be a key component with Pitzer Ontario Project, CORE
Partners of CCCSI including Kaos Network and the Women’s Multimedia Center.
Prerequisite: MS 82, MS 182 HM, or Art 148 SC or by permission. Course fee: $150. Fall, G. Lamb.
169

170 MEDIA STUDIES
196. Media Internship. Internship in media related industry or institution integrated
with significant and clear connection to academic curriculum through independent
written or production project. May be taken twice for credit. Pass/NC only. Fall/Spring, Staff.
197. Media Praxis in Ontario. Political people and communities have often used the
media to contribute to social change within the context of and in dialogue with
theoretical and political traditions. As we study these moments in media history (e.g.,
Soviet montage, Third Cinema, feminist film, queer cinema, hip hop), we will ourselves
be engaged in something similar: a semester long community-based media project in
Ontario. We will look at moments in film history where artists created socially-conscious
art while also attempting to theorize this practice. We will read this writing and view its
associated work; we will discuss what we can gain for our own practices in Ontario from
their experiences, ideas, and images. Then, we will make and theorize our own media
praxis. Prerequisites: MS 49, 50, and 82. A. Juhasz. [not offered 2007-08]
MODERN LANGUAGE, LITERATURES AND CULTURE
MODERN LANGUAGES, LITERATURES
AND CULTURES
The Modern Languages curricula of The Claremont Colleges are based on intercollegiate
cooperative arrangements among the five Claremont Colleges. As part of these
arrangements, students may register for lower-division language courses at any of the
Claremont Colleges, provided the courses have not been closed to further registration.
Although Pitzer students normally enroll in courses at their own college, they may
register at any of the other four colleges if scheduling requires, or when the specific
course is not offered at Pitzer.
Language, literature, and culture are the essential components of this interdisciplinary
field group which places emphasis on oral and written expression and critical thinking.
The field group brings together faculty with expertise in broad areas of international studies.
The Modern Languages, Literatures, and Cultures Field Group (department) offers a
major in Spanish. The Claremont Colleges Coordinated Modern Languages Program
provides courses in Chinese, French, German, Italian, Japanese, Korean, Russian, and
Spanish. The field group also offers courses in Spanish literature and culture, and in
writing, in English language studies.
For English and other world literature in translation, see English and World Literature.
Foreign Language Teaching
MLLC 100. Language and Community: Principles and Practice of Teaching ESL. This
course will introduce students to the theory and practice of teaching English as a second
language within the context of the local community of Southern California. The main
focus of the course will be teaching adults basic English, the language necessary to live
and work successfully within the community. Spring, J. Onstott.
MLLC 150. Foreign Language Pedagogy. (Formerly MLLC 50). This course is designed
specifically for Foreign Language Residents at the Claremont Colleges. We will discuss
second language acquisition and pedagogical theory, placement of students and
proficiency assessment, classroom management, and syllabus design. We will also study
strategies to enliven and vary conversation classes in order to improve their students’
vocabulary, grammar, fluency, length and range of discourse, and listening comprehension.
Fall, J. Onstott.
171
Asian Languages and Literatures[For major requirements and course descriptions, please
see appropriate course catalogue. For semester offered, see course schedule.]
Professors Barr (Pomona); Miyake (Pomona)
Associate Professors Hou (Pomona); Kurita (Pomona)
Assistant Professors Cheng (Pomona); Flueckiger (Pomona)
Adjunct Associate Professors Takahashi (Pomona), Wu (Pomona)
Visiting Instructors Terada-Landis (Pomona)

172 MODERN LANGUAGE, LITERATURES AND CULTURE
Chinese
*indicates class taught in English.
1A,B. Elementary Chinese. 1A, each Fall; 1B, each Spring. E. Cheng; Ms. Hou;
Ms. Yao; J. Wu (Pomona).
2. Accelerated Elementary Chinese. Prerequisite: placement examination. Each Fall,
J. Wu (Pomona).
11. Conversation: Contemporary Chinese Language and Culture. Prerequisite: 1B.
Cumulative credit; graded P/NC. May be taken a total of four times for a total of one
course credit. Fall/Spring, Chinese Language Resident (Pomona).
51A,B. Intermediate Chinese. Prerequisite: 1B. 51A, S. Hou (Pomona); 51B,
T. Yao (Pomona).
51H. Intermediate Chinese for Bilinguals. Covers equivalent of the Chinese 51A,
B sequence in a single semester. Prerequisite: 2. J. Wu (Pomona).
111A,B. Advanced Chinese. Prerequisite: 51B or 51H. 111A each Fall; 111B each Spring,
A. Barr (Pomona).
124. Readings in Modern Chinese. S. Hou (Pomona).]
125. Modern Chinese Literature. Prerequisite: 111B. S. Hou (Pomona).
127. Advanced Readings in Modern Chinese Literature. Prerequisite: 125.
E. Cheng (Pomona).
131. Introduction to Classical Chinese. Prerequisite: 11B. S. Hou (Pomona).
145. Survey of Classical Chinese Literature. Prerequisite: 131. A. Barr (Pomona).
*163. Chinese Literature in English: Inside the Four Treasuries. A. Barr (Pomona).
*164. Chinese Literature in English: Poetry and Poetics. S. Hou (Pomona).
*165. Chinese Literature in English: China Lost, China Found. A. Barr (Pomona).
*167. Urban Imaginations: The City in Chinese Literature and Film. E. Cheng (Pomona).
*168. Gender and Sexuality in Modern Chinese Literature. E. Cheng (Pomona).
192A, B. Senior Project. Staff.
99/199. Reading and Research. Staff.
Japanese
MODERN LANGUAGE, LITERATURES AND CULTURE
For complete descriptions, please see appropriate course catalogue.
*courses taught in English.
Professor Miyake (Pomona)
Associate Professor Kurita (Pomona)
Assistant Professor Flueckiger (Pomona)
Adjunct Assistant Professor Takahashi
Lecturer Terada-Landis
1A, B. Elementary Japanese. 1A each Fall; 1B each Spring, T. Terada-Landis, P.
Flueckiger(Pomona).
11. Conversation: Contemporary Japanese Language and Culture. Each semester,
Japanese Language Resident.
12A, B. Japanese Kanji Class. Each semester, Ms. Otsu.
51A, B. Intermediate Japanese. Prerequisite: 1B for 51A; 51A for 51B. 51A each Fall; 51B
each Spring. L. Miyake (Pomona); K. Takahashi (Pomona).
111A, B. Advanced Japanese. Prerequisite: 51B. 111A each Fall; 111B each Spring. L.
Miyake (Pomona); K. Takahashi (Pomona).
124. Readings in Current Japanese. Prerequisite: 111B. K. Takahashi (Pomona).
125. Readings in Modern Japanese Literature. Prerequisite: 111B. K. Kurita (Pomona).
131. Introduction to Classical Japanese. P. Flueckiger (Pomona).]
*170. Pre-modern Japanese Literature: Courtiers and Warriors. P. Flueckiger (Pomona).
*172. Playboys, Merchants, and Literati: Japanese Period of the Tokugawa Period.
P. Flueckiger (Pomona)
*174. Modern Japanese Literature in English Translation: Literary Reconfigurations of
Japanese . K. Kurita (Pomona).
*177. Japanese Women Writers. L. Miyake (Pomona).
*178. Japanese and Japanese American Autobiography. L. Miyake (Pomona).
*179. Graphically Speaking: Japanese Manga and Its Buds. L. Miyake (Pomona).
173

174 MODERN LANGUAGE, LITERATURES AND CULTURE
Korean
For descriptions, please see appropriate course catalogue.
1. Elementary Korean. (CMC), [offered every Fall semester]
2. Continuing Elementary Korean. (CMC). [offered every Spring semester]
33. Intermediate Korean. (CMC). [offered every Fall semester]
44. Advanced Korean. (CMC). [offered every year]
100. Readings in Korean Literature and Culture. M. Kim. [offered every other year]
130. Korean Cinema and Culture. Spring, M. Kim (CMC). [offered every other year
English Language Studies (for non-native speakers of English)
MLLC 111. Public Speaking. (Formerly MLLC 1 Intro to College Speech & Rhetoric).
Through readings, lectures, films, and field study in the social sciences, students will
explore principal themes in American culture as the content base for developing
proficiency in American academic speech behavior. Skills emphasized will include
making formal presentations, leading and participating in discussions and sustaining
narration on a range of topics. Letter grades only. Written permission required. Fall, Staff
MLLC 122. Critical Analysis Through Literature. (Formerly MLLC 2). Short stories,
essays, and novels exploring a range of American experiences will provide a basis for
students to develop an understanding of the social, political, historical, and philosophical
thought that informs this literature and the language needed to express an analysis of
these works. Letter grades only. Written permission required. Fall, J. Onstott/L. Herman.
MLLC 133. Bridge First-Year Seminar. [Also listed as FYS 16, FYS 17) This course serves
as the writing-intensive first-year seminar for Bridge students. Discussions, readings and
writing assignments are focused on the seminar theme. Students will write frequent
essays and a research paper that demonstrate control of the most important conventions
of American academic discourse. Fall, J. Onstott/L. Herman.
MLLC 144. Advanced Speech and Rhetoric: Argument and Debate. (Formerly MLLC 4).
Students will learn to critique and present arguments in formal spoken English through
debates, discussions, and extemporaneous talks centered around current issues. Models
of argumentation will be studied. Letter grades only. Written permission required.
Spring, L. Herman.
MLLC 155. Writing Across the Curriculum: Integrated Analysis. Further development
in expository writing and oral expression of critical thinking through projects related to
the content of a Pitzer companion course. Students must enroll concurrently in the
companion course designated by the Pitzer Bridge program. Letter grades only. Written
permission required. Spring, Staff.
MODERN LANGUAGE, LITERATURES AND CULTURE
MLLC 166. Directed Research in American Culture. Explore American culture while
doing field research in a volunteer internship. We will learn and apply community-based
research techniques, such as ethnography, person-centered interviews and participatory
action research. Internship placements may include local schools, museums/galleries,
government or community services agencies, and environmental organizations.
[not offered 2007-08]
European Languages
French
For complete descriptions and requirements for the major, please see appropriate course
catalogue.
All courses conducted in French. Conversation groups are conducted by a native French
speaker for all lower division courses. Hours arranged. Graded language films are shown
each week. All students who need review of grammar and syntax are to attend.
See each semester’s course schedule for complete listing of language offerings.
1. Introductory French. Acquisition of four basic skills: comprehension, speaking,
reading, writing, with emphasis on aural comprehension and oral communication.
Includes laboratory work and tutorial sessions each week. Offered every fall semester. Staff.
2. Continued Introductory French. A continuation of French 1. Intensive practice in
speaking, reading, and writing. Laboratory work and tutorial sessions each week. Not
open to students who have completed French 22. Prerequisite: French 1 or placement.
Offered every spring semester. Staff
22. Intensive Introductory French. Designed for students with some previous experience
in French, who are too advanced for French 1. Students will complete in one semester the
equivalent of French 1 and 2, and then enroll in French 33. Placement test required.
Offered every fall semester. Staff.
33. Intermediate French. Review and reinforcement of basic skills. Emphasis on
conversation, reading, and writing. Prerequisite: French 2, 22, or placement. Offered
every semester, Staff.
175
44. Advanced French. Readings in literature and civilization. Selected texts are read with
emphasis on interpretation and comprehension. Development of correct personal style in
students’ oral and written expression. Prerequisite: French 33 or equivalent. Offered every
semester. Staff.
Upper Division Courses
100. French Culture and Civilization. Prerequisite: French 44 or equivalent. Offered
every year. E. Haskell (Scripps).

176 MODERN LANGUAGE, LITERATURES AND CULTURE
104. History, Memory, and Loss: Vichy (1940-45) in Contemporary France. Prerequisite:
French 44 or equivalent. Offered every year. N. Rachlin (Scripps).
105. Advanced Composition, Translation, and Phonetics. Prerequisite: French 44 or
equivalent. R. Coppieters (Pomona).
106. The French Business World and its Language. Prerequisite: French 44 or equivalent.
Offered every other year. T. Boucquey (Scripps)
107. Headline News: Advanced Oral Expression and Conversation of Current Events
and Culture. Prerequisite: French 44 or equivalent. Offered every Spring semester.
T. Boucquey (Scripps)
110. France in the ‘Hood’: Nationhood, Immigration, and the Politics of Identity in Finde-Siecle
France.. Prerequisite: French 44 or equivalent. Offered every other year.
N. Rachlin (Scripps).
111. French Cinema: Images of Women in French Film.. Prerequisite: French 44 or
equivalent. Offered every fall semester. D. Krauss (Scripps).
112. Le Theatre Francophone.. Prerequisite: French 44 or equivalent. Offered every other
year. M-D Shelton (CMC). [offered every other year]
117. Novel and Cinema in Africa and the Caribbean. Prerequisite: French 44 or
equivalent. Offered every year. M-D Shelton (CMC).120. Order and Revolt in French
Literature.. Offered every fall semester. M-D. Shelton (CMC).
121. The Politics of Love.. Prerequisite: French 44 or equivalent. N. Rachlin (Scripps).
[offered every other year]
124. The Novelist and Society in France. Prerequisite: French 44 or equivalent. Staff (CMC).
130. Topics in French Theater I: Theatricality and “Mise en Scene.” Prerequisite: French
44 or equivalent. T. Boucquey/E. Haskell (Scripps). [offered every other year]
132. North African Literature after “Independence.” Aitel (CMC). [offered every other year]
133. The Beur Question in Films and Texts. Aitel (CMC). [offered every other year]
135. L’Art de la Nouvelle. Prerequisite: French 44 or equivalent. Fall, Aitel (CMC).
137. The Algerian War and the French Intelligensia. Prerequisite: French 100. Aitel
[offered every other year]
150a. Les Moralistes: Public and Private Selves. J. Abecassis (Pomona). [not offered 2005-06]
150b. Les Philosophes: Paradoxes of Nature. J. Abecassis (Pomona). [not offered 2005-06]
151. Men, Women, and Power. M. Waller (Pomona). [not offered 2005-06]
MODERN LANGUAGE, LITERATURES AND CULTURE
152. Masters, Servants, and Slaves. Prerequisite: French 44 or equivalent. M. Waller (Pomona).
154. The Eighteenth-Century Novel: Experimentations in Form. Prerequisite: French 44
or equivalent. D. Krauss (Scripps). [offered every other year]
172. Baudelaire and the Symbolist Aesthetic. Prerequisite: French 44 or equivalent.
E. Haskell (Scripps). [offered every other year]
173. Reading Bodies. Prerequisite: French 44 or equivalent. M. Waller (Pomona).
174. The Romantic Other. M. Waller (Pomona).
175. Border Crossings. M. Waller (Pomona).
183. The Novel in France Since 1945. Prerequisite: French 44 or equivalent. M-D. Shelton
(CMC). [offered every other year]
199. Independent Study in French. Students who have the necessary qualifications and
who wish to investigate an area of study not covered in regularly scheduled courses may
arrange for an independent study under the direction of a faculty reader. Fall/Spring, Staff.
German Studies
Professors Burwick (Scripps)
Associate Professor Rindisbacher (Pomona)
Assistant Professor Katz (Scripps/CMC)
Visiting Assistant Professor Houy (Pomona)
German Studies is the interdisciplinary study of the contemporary cultural, social,
economic, and political life of the German-speaking peoples in their historical and
international contexts. The German faculty of Claremont McKenna College, Pomona
College, and Scripps College offer a single unified and comprehensive curriculum for
language, literature, and cultural studies courses.
Requirements for all Majors in German Studies (See Pomona
College Catalogue).
Please refer to the Schedule of Courses published each semester by the Registrar’s Office
for up-to-date information on German course offerings. For course descriptions, see
appropriate catalogue.
Language Acquisition Courses:
1. Introductory German. (SC) R. Burwick.
2. Introductory German. (PO, SC) Y. Houy, R. Burwick.
22. Accelerated Elementary German. (PO) Y. Houy
33. Intermediate German. (PO) Staff, M. Katz.
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178 MODERN LANGUAGE, LITERATURES AND CULTURE
44. Advanced German. (SC, PO) M. Katz, Staff.
55. Advanced Composition. (PO) Y. Houy.
Literature and Culture Courses:
Prerequisites: For admission to all courses above 100, German 44 or the equivalent is
normally required. For majors, German 55 or the equivalent is strongly recommended.
Note: Courses taught in English are identified with an asterisk.
101. Introduction to German Culture. (SC) R. Burwick.
*116. The Decadents. (SC) M. Katz.
*117. Berlin in the ‘20s: An Experiment in Modernity. (SC) M. Katz.
*118. Culture and the Society of Spectacles. (SC) M. Katz.
*124. The Individual and Society in Twentieth-Century German Literature and Film.
(PO) Staff.
*131. Political Activism in Film and New Media: Public Sphere Theory. (PO) Y. Houy.
143. The German Novelle. (SC) R. Burwick.
146. Fairy Tales and the Female Story Teller. (SC) R. Burwick.
152. Drama as Experiment. (PO) Y. Houy.
*154. Great German Fiction. (PO) H. Rindisbacher.
*161. Nation-Building and Nationalism: A German Cultural History. (PO) H.
Rindisbacher.
164. Gender Issues in German Romanticism. (SC) R. Burwick.
*167. Metropolis: Imagining the City. (SC) M. Katz.
*170. The Culture of Nature. (PO) H. Rindisbacher.
*176. Moscow-Berlin/Berlin-Moscow: Europe in Transformation. (PO) H. Rindisbacher,
K. Klioutchkine.
*177. Faust: The Myth of Modern Man. (PO) H. Rindisbacher.
*179. Comparative Germanic/Slavic Linguistics. (PO) S. Harves.
189. German Across the Curriculum. (SC, PO) Half-course. Staff.
Italian
MODERN LANGUAGE, LITERATURES AND CULTURE
Please refer to the Schedule of Courses published each semester by the Registrar’s Office
for up-to-date information on Italian course offerings. For course descriptions, see
appropriate catalogue.
1. Introductory Italian. (Scripps).
2. Continued Introductory Italian. (Scripps).
11a,b. Conversation: Contemporary Foreign Language and Culture. A. Bages (Pomona).
33. Intermediate Italian. (Scripps).
44. Advanced Italian: Readings in Literature and Civilization. (Scripps).
132. Modern Italian Literature. (Scripps).
133. Contemporary Italian Literature. (Scripps).
163. Italian Renaissance Literature. S. Adler (Scripps).
Russian
(See Pomona College Catalogue for schedule.)
* courses taught in English.
Associate Professor: L. Rudova (Pomona)
Assistant Professors: S. Harves (Pomona), K. Klioutchkine (Pomona)
Visiting Assistant Professor: S. Larsen (Pomona)
1. Elementary Russian. (PO) K. Klioutchkine.
2. Elementary Russian. (PO) S. Harves.
33. Intermediate Russian. (PO) S. Harves.
44. Advanced Russian. (PO) K. Klioutchkine.
*79. Short Fiction by Russian Masters. (PO) K. Klioutchkine.
*80. 20th-Century Russian Literature: The Beginning and End of the Great Utopia. (PO)
L. Rudova.
*100. Tolstoy and Dostoevsky. (PO) K. Klioutchkine.
*103. Dostoevsky and Popular Culture. (PO) K. Klioutchkine.
*110. Modernism in Russia and Europe: The Shock of the New. (PO) L. Rudova.
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180 MODERN LANGUAGE, LITERATURES AND CULTURE
*111. Russian History & Society Through Film. (PO) L. Rudova.
*112. Russian Avant Garde Stage Art. (PO) L. Rudova, J. Taylor.
*176. Moscow/Berlin: Europe in Transformation. (PO) K. Klioutchkine, H. Rindisbacher.
*178. Terrible Perfection: Women in Russian Literature & Culture. (PO) L. Rudova.
*179. Comparative Slavic/Germanic Linguistics. (PO) S. Harves.
180. Romanticism and Realism in Russian in Russian Literature. (PO) L. Rudova.
182. Special Topics in Contemporary Russian Culture and Society. (PO) S. Larsen.
Spanish
Pitzer Advisers: E. Jorge and M. Machuca.
The major in Spanish is based on the concept that language is a social practice. It
emphasizes the use of language to explore interdisciplinary content, affirms the
intrinsic relationship between language and culture, and stresses the participation of
students in multilingual communities at home and around the world. The major has
three different tracks: one focuses on literature; the second focuses on the interplay
between language and culture; and the third incorporates an additional area of
study, for example environmental or urban studies, health, education, art, gender
and feminist studies, or media.
Requirements for the Major
General requirements for the three tracks are:
(i) Spanish language proficiency at the intermediate level upon entry to the major
(end of the sophomore year) and at the advanced or superior level upon
completion (ACTFL standards).
(ii) An immersion experience in at least one Spanish-speaking community abroad or
within the United States, as determined with the adviser.
(iii) Eight of the required courses within each track should be taught in Spanish and
be above Spanish 44. With the adviser’s consent these eight may include crosslisted
courses with Spanish or other courses numbered below Spanish 44, such
as the Community-based Spanish Practicum, or Chicano Studies 65.
(iv) In addition, each student will complete the requirements for one of the following
tracks (at least 9 to 10 courses):
Courses listed below are sample options. Course selection should be made in
consultation with the major faculty adviser.
MODERN LANGUAGE, LITERATURES AND CULTURE
Track one: Spanish Language and Literature
(i) One theory of language course or equivalent, for example: Spanish 165,
Linguistics 10 or 100.
(ii) One course on literary analysis or equivalent, for example: Spanish 101.
(iii) One course that provides a sociocultural or historical background for the
student’s area of literary focus.
(iv) Six courses with a focus on the literature of either Spain or Latin America, or a
comparative transatlantic study.
(v) Spanish 199, a capstone senior research project.
Track two: Spanish Language and Cultures
(i) One course as a theoretical foundation for understanding culture, for example
Anthro 2, Soc 1.
(ii) One course that connects language and society, for example Linguistics 112, 115,
116, Anthropology 3, 117.
(iii) One foundations course that provides a sociocultural or historical background
for the student’s area of focus, for example, Spanish 102, History 21, Chicano
Studies 32CH, 100iCH, Anthropology 33.
(iv) Six courses focused on the study of one or two Spanish speaking cultures.
(v) Spanish 199, a capstone senior research project.
Track three: Interdisciplinary Studies in Spanish
This option required a second adviser in the additional area of study who is on
either the Claremont Colleges or the Study Abroad site faculty and has the
appropriate expertise.
(i) One course as a theoretical foundation for understanding culture, for example
Anthropology 2, Sociology 1.
(ii) One introductory course in the emphasis area.
(iii) One course that provides a sociocultural or historical background for the
student’s emphasis area.
(iv) Four elective upper division courses in Spanish.
(v) Two courses in the emphasis that are taught in Spanish.
(vi) Spanish 199, a capstone senior research project.
Honors: Students whose general academic work and senior research are judged as
excellent will be considered for graduation with honors in Spanish.
Students who are native speakers are strongly recommended to take at least one of the
Spanish for bilingual courses offered (65CH or 86CH), which counts towards the major
requirements.
The Minor in Spanish requires successful completion of 6 graded courses in Spanish,
five of them above Spanish 33. The sixth course will be in a language immersion setting
(community-based Spanish, internship, study abroad, or other). The student will tailor
the minor with the adviser and develop a brief written rationale of goals. Two of the
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182 MODERN LANGUAGE, LITERATURES AND CULTURE
courses should be taken in the Northern Colleges (Pitzer, CMC, Scripps); exceptions
require written approval.
Students may consider a combined major with Spanish; it requires a minimum of six
courses in Spanish.
AP Credit: One-half course will be given for a score of 4 on the AP exam, and a course
credit will be given for a score of 5. AP courses cannot be counted toward major requirements.
In the interest of providing more sections in lower-division courses in Spanish, Pitzer,
Claremont McKenna, and Scripps Colleges have agreed to a combined foreign language
program. Although Pitzer students normally enroll in courses at their own college, they
may register at one of the other four Colleges, including Pomona College, if scheduling
requires or when the specific course needed is not offered at Pitzer.
1,2. Introductory Spanish. Acquisition of four basic skills: comprehension, speaking,
reading, and writing, with emphasis on the spoken language. This course includes
laboratory work and/or tutorial sessions. Fall, Staff [Spanish 1]; Spring, Staff [Spanish 2].
22. Intensive Introductory Spanish. Designed for beginning students with some basic
knowledge of the language, who are too advanced for Spanish 1, but do not yet qualify
for Spanish 33. Students will complete in one semester the equivalent of Spanish 1 and 2.
Includes laboratory work and/or tutorial sessions. Placement examination required. Fall,
M. Barcenas.
31. Community-Based Spanish Practicum I. (Formerly Span 11) This conversation course
offers students the opportunity to develop fluency in the language while promoting
intercultural understanding. Students are received into the homes of host families once a
week for discussion, exploration of the community, and participation in family activities.
Journal. Faculty assist the student in debriefing sessions to support the language and
intercultural learning goals. Interview and permission of the instructor is required to
enroll. Half-credit course. Fall, E. Jorge/Spring. M. Machuca.
33. Intermediate Spanish. Review and reinforcement of four basic skills. Emphasis on
conversation, reading ability, and writing. Includes laboratory work and/or tutorial
sessions (times arranged). Prerequisite: Spanish 2, 22 or equivalent placement. Fall, Staff;
Spring, M. Barcenas.
44. Advanced Spanish: Contemporary Hispanic Culture and Society. Discussion of texts
and/or films concerning literary and social aspects of Spain and Latin America.
Development of correct personal style and/or idiomatic expressions in oral and written
expression. Prerequisite: Spanish 33 or equivalent. Fall/Spring, M. Machuca.
44s. Advanced Spanish for Science. C. López (Scripps).
51. Spanish in the Community. This course is a continuation of Spanish 31, Communitybased
Spanish Practicum, and offers students the opportunity to extend the use of the
language in a local community. Students are received into the homes of host families once
a week for discussion, participate in family activities and engage in field based
community studies and service in Spanish in the wider community. Faculty assist the
MODERN LANGUAGE, LITERATURES AND CULTURE
student in debriefing sessions, readings, and projects to support the language and
intercultural learning goals. One-credit course. Interview, and permission of the
instructor is required to enroll. Prerequisite: Spanish 31. Fall, E. Jorge.
65CH. Spanish for Bilinguals I. An intensive review of the fundamentals of grammar
and orthography for students with oral proficiency in Spanish. Written assignments and
oral presentations are structured around cinematographic, musical, and literary texts
from Spain and Latin America, including work by U.S. Latinos. R. Alcalá (Scripps).
MS 88. Media Mexican Visual Cultures. (See Media Studies 88) For Spanish credits
consult Spanish faculty at Pitzer (professor Jorge) before registration. This is an upper
division course and advanced level of proficiency in Spanish is required. Fall, J. Lerner.
101. Introduction to Literary Analysis. This class provides students with both the tools
for and the practice of interpreting and analyzing texts in Spanish. Students will be given
a general overview of pertinent, major literary currents and movements, and will study
the major genres: poetry, narrative, theater and essay. Readings are taken from both
Peninsular and Latin American literary traditions. Prerequisite: Spanish 44 or equivalent.
Fall/Spring, Staff. (PO).
102. Latin American Culture and Civilization. This course will introduce students to the
richness of cultures in Latin America from pre-Columbian days to the present. We will
study selected themes, which demonstrate the unique political, social, and artistic
components of Latin American culture. Background readings will come from our texts,
and we will complement them with guided readings and research on the web.
Prerequisite: Spanish 44 or equivalent. Offered every other year.(CMC)
103. Advanced Conversation and Composition. Designed to develop oral and written
skills in Spanish at the advanced level, and is organized around a series of cultural and
controversial topics of current interest concerning the Hispanic world. Literary, cultural,
and social science texts, supplemented with films and other audio-visual materials.
Prepares students for advanced courses in Spanish literature and civilization.
Prerequisite: Spanish 44 or equivalent. (Scripps).
105. Spanish and Latin American Films. Cultural issues in Spanish and Latin American
films. Emphasis on oral and written expression through weekly discussions and essays.
Topics include politics, economics, the role of women, and the Catholic Church.
Prerequisite: Spanish 44 or equivalent. (Pomona).
106. Images of Latin America: From Fiction to Film. Explores the construction and
dissemination of predominant images of Latin America through topics such as women,
family, sexuality, religion, and violence. A close examination of both narrative and film.
Emphasis on the development of oral and written skills, including several oral presentations.
Prerequisite: Spanish 44 or equivalent. (Pomona).
118. Representations of Race and Religion in Spanish Literature. The visible presence of
Jewish, Arabic and Roma cultures (e.g. in architecture, literature, music and the Spanish
language) attests to Spain’s diversity despite repeated attempts by its leaders to expulse,
convert and suppress multicultural elements. In recent decades, the rise in immigration
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184 MODERN LANGUAGE, LITERATURES AND CULTURE
from Latin America and the Maghreb has once again put into question Spain’s never very
stable sense of nation. How does Spanish literature represent, contest and construct
Spanish national ideology, which has so often relied on militantly differentiating itself
from the so-called “Moor,” and other religious and ethnic minorities? C. Santana (CMC)
Offered every year.
120a,b, Survey of Spanish Literature. Selected readings in Spanish literature from
earliest examples to modern times. Emphasizes historical and cultural background. Fall:
the jarchas through the Siglo de oro; development of the novel and theater. Spring: 18th
century to the contemporary period; examples of neoclassicism, rationalism, romanticism,
and the Generation of 98. Lecture and discussion. Prerequisite: Spanish 110, or
permission of the instructor.
125a,b. Survey of Spanish American Literature. Introduction to the principal authors,
works, and movements of Spanish American literature from its origins to modern times.
Lecture and discussion. Prerequisite: Spanish 44 or equivalent. [offered every year,
alternating between CMC and Pomona].
127CH. Literatura Chicano en Español. (See Chicano Studies 126CH). Fall, R. Alcalá (Scripps).
128. Hispanic and Latino Literature in New York. New York has always been a
destination for travelers, expatriates, immigrant, and others in search of adventure, a new
life, or a temporary home. This course explores place, identity, and diaspora in the
literature of the Hispanic and Latino/Latina experiences in New York from the late 19th
century to the present. Includes writers from Latin America (Marti, Burgos, Sanchez),
Spain (Jimenez, Lorca) and the United States(Pietri, Pinero, Prida) and a variety of genres
and media. Prerequisite: Spanish 101. Staff (CMC).
145CH. Restructuring Communities. (See Sociology 145CH). For Spanish credits consult
Spanish faculty at Pitzer (Professor Jorge) before registration. This is an upper division
course and advanced level of proficiency in Spanish is required. Fall, J. Calderón (PI).
145. 20th Century Spanish American Theater. Introduction to selected authors, works
and movements of 20th-century Spanish American theater. Special attention to the
development of theater in Argentina, Chile, Colombia, Cuba, Mexico, Peru and Puerto
Rico. Examines the relationship between national histories and theatrical movements.
Dávila-López (PO).
146. El deseo de la palabra: Poetry or Death. Explores Latin American (U.S.
Chicano/Latino) poetry from modernismo through the present, including canonical as
well as extra- or post-canonical poets. Special attention to presentation of gendered
subjectivity and sexuality. S. Chávez-Silverman (PO).
148. Special Topics in Spanish. In 2007-08 the topic will be: Visual Readings of Spanish
American Literature. This course undertakes a word-and-image approach to a variety of
genres and media from the colonial period to the late 20th century. Our singular
approach will bring the breadth of Latin American literature into sharp visual focus, from
the remarkable illustrations by the indigenous chronicler Felipe Guaman Poma de Ayala
to the haunting tapestries created by Chilean women to protest the Pinochet dictatorship,
MODERN LANGUAGE, LITERATURES AND CULTURE
the groundbreaking 2005 exhibit Retratos: 2,000 Years of Latin American Portraits, and
other notable points along the way. Prerequisite: Spanish 101. Staff (CMC).
150. In Quest of God in Latin America. Common stereotypes imagine Latin America as a
monolithical Catholic region. In order to discover the religious multiplicity and plurality
in this region, this course will contextually examine the varieties of religious experiences
in Latin America: Roman Catholicism (including Liberation Theology and Popular
Religion), African Diaspora, Evangelical Churches, and religious minorities. M. Machuca.
[not offered 2007-08]
151. “Necropolis:” Detective Novels and Cities in Spain and Latin America. This course
will examine how writers from Spain and Latin America rethink the detective novel as a
genre. We will analyze in particular how these authors, by drawing pictures of crime,
vice and political intrigues create new urban portraits. Each of these novels could be read
as a monograph of a city, a neighborhood, a suburb. The mystery lies also in the blurred
boundaries between geographical spaces, between the real urban violence and fiction,
humor and solemnity, nomadism and inertia, ordinary and extraordinary people.
Prerequisite: upper division Spanish course (above 100). Pérez de Mendiola (Scripps).
GFS 154CH. Latinas in the Garment Industry. (See Gender and Feminist Studies
154CH). For Spanish credits consult Spanish faculty at Pitzer (Professor Jorge) before
registration. This is an upper division course and advanced level of proficiency in
Spanish is required. M. Soldatenko/E. Jorge. [not offered 2007-08].
155. Small Wonders: The Latin American Short Story. This course will examine major
literary and cultural trends demonstrated in Latin American short fiction. We focus on
writings from the 19th and 20th centuries and follow the construction of nations in the
post independence era and the issues of national identities in present day Latin America.
We study Realist and Regionalist trends, the role of experimentation and innovation in
Fantastic and Existentialist texts and the roles of the past in recent short stories from a
continent looking towards the future. Prerequisite: Spanish 100 or above. Staff
(offered every other year)
185
156. Ella y El: Gender in Latin America. This course examines the social construction of
ideas about masculinity and feminity in Latin America. The importance of race, ethnicity
and class in the behaviors expected from both men and women is a particular focus.
Topics covered include machismo/feminism, role of family and honor, and male and
female homosexuality. Prerequisite: Spanish 101 or higher. Fall, M. Machuca.
158. Banana Republics: Central America in the 20th Century and Beyond. This course
will introduce students to the countries of Central America, the original Banana Republics
-a term apparently coined by O. Henry in the early 1900s in reference to Honduras. While
we will spend the beginning of the class on the general history of the area, most of the
semester, we will focus on contemporary events from the early-1900s to the mid-1970s to
the present. We will cover in-depth the roots, development and unfolding of the political
turmoil of the second half of the twentieth century, the region’s transition to democracy and
market economies, and its relations with the United States. Readings are in Spanish and the
course is taught completely in Spanish. Pre-requisite: Spanish 101 or higher OR Instructor’s
permission. Spring, M. Machuca.

186 MODERN LANGUAGE, LITERATURES AND CULTURE
159. Contemporary Latin American Novel. Study of selected masterpieces of the Boom
and post-Boom including novels by Garcia Marquez, Skarmeta, Puig, and Ferre. Themes
such as myth and history, language and power, gender and social status are explored,
while we study pertinent literary techniques and recent writerly trends. Attendance
required for at least two films. Prerequisite: Spanish course 100 or above. Staff (CMC).
[Offered every other year]
161. Contentious Fictions: The Spanish Civil War and the Novel. The Spanish Civil War
(1936-39) cast a long shadow over Spanish culture. The novel of the Franco years (1939-
75) is haunted by the conflict. This course examines the effects of the war in novels by
Camilo Jose Cela, Carmen Laforet, Merce Rodoreda, Francisco Ayala, Ramon Sender, and
Juan Marse. Prerequisite: Spanish 101 or permission of instructor. C. Santana (CMC)
[offered every other year]
166. The Fictions of Realism. Explores the avatars of Spanish realism throughout the
20th century and its more recent manifestations in literature and film. The surveyed
trajectory spans late 19th century Realismo, Surrealismo (1920s and 1930s), Realismo
social/Neorealismo (1950’s-60”s), and Realismo sucio (1990’s). The course will address the
ways in which Spanish writers have dialogued with French, Italian and United States’
tradition of realism. Prerequisite: Spanish 101 or permission of instructor. C. Santana
(CMC) [offered every other year]
170. Literature and Life: Don Quixote. No other literary work except the Bible has had a
greater influence on modern Western literature than Don Quixote. The course examines
questions about the novel to our understanding of all Western fiction: (1) Is it possible to
achieve “realism” in literature?; (2) Is there a single valid interpretation of the work, or is
its meaning ultimately undecidable; (3) Can literature communicate values or is its
function merely to entertain? M. McGaha (Pomona).
176. From Tyranny to Democracy: The Politics of Culture in Spain Between 1975-1992.
The death of Franco in 1975 marks the end of thirty years of dictatorship and new
beginnings for Spain. This course will examine the transitional period from dictatorship
to democracy through the study of several forms of expression such as cinema, the press,
literature and art. Readings will be selected from newspapers, and literature of the
period. Prerequisite: Spanish 44 or equivalent. Pérez de Mendiola (Scripps)
178. The New Latin American Cinema: History, Politics, Gender, and Society. Traces the
development of Latin American cinema from the formative years of the 1960’s through
the 1990’s. Examines both films and theoretical writings of pioneering filmmakers, paying
special attention to the emergence of a new women’s cinema in the ‘80’s and ‘90’s.
Prerequisite: Spanish 100 or above, or permission of instructor. S. Velazco (CMC—offered
every third year).
180. A Time of Crisis: Spanish Literature from 1898 to 1936. Explores the transition from
realism to modernism, focusing on the crisis caused by Spain’s loss of its last colonies and
the internal conflicts that lead to the Spanish Civil War. We will read works by Azorin,
Pio Baroja, Unamuno Ortega y Gasset, Antonio Machado, Valle-Inclan, as well as Latin
American writers who address “el problema de Espana.”. Prerequisite: Spanish 101 or
permission of instructor. C. Santana (CMC) [offered every other year]
MODERN LANGUAGE, LITERATURES AND CULTURE
181. Representations of Democracy in Latin American Literature and Cinema. During
the 1990s, many Latin American nations were moving towards fully democratic political
systems despite years of caudillismo, military dictatorships, revolutions and coups d’etat.
This course will analyze the representations of Latin America’s new political reality in its
literature and cinema. Prerequisite: Spanish 100 or above, or permission of instructor. S.
Velazco (CMC) [offered every other year]
182. Latin American Documentary Cinema. This course provides a comprehensive
introduction to the thematic and stylistic variety in documentary films from and about
Latin America. We will examine a series of questions related to the content, form, and
politics of documentary films. The course will include documentaries by Santiago
Alvarez, Fernando Birri, Luis Bunuel, Patricio Guzman, Luis Ospina, Fernando Perez,
Lourdes Portillo, Marta Rodriguez, Juan Carlos Rulfo, Fernando Solanas, Carmen
Toscano, Win Wenders, among others. Prerequisite: Spanish 100 or above, or permission
of instructor. S. Velazco (CMC) [offered every other year]
184. Literature ofhte Zapatista Rebellion: “To rule by obeying” (seminar). The Chiapas
rebellion of 1994 is a milestone in the history of indigenous resistance in the Americas,
and a significant part of the growing international movement against global capitalism.
Described as the world’s first “post-communist rebellion,” this armed movement has
raised key questions about the social and economic impact of neoliberalism, the future of
indigenous cultures, and the scope of democratization in Mexico. This seminar will
examine recent literary texts (novels, political essays, chronicles, and communiqués) that
provide the background and context for the Zapatista movement, and explore its impact
in Mexico and internationally. Prerequisite: Spanish 100 or above, or permission of
instructor. S. Velazco (CMC) [offered every third year]
187
186. Latin American Cultural Diaspora. This course explores the forces that have shaped
recent migration and immigration experiences of Latin Americans. Consideration is given
to how in these contemporary diasporas culture travels and adapts to global and specific
local circumstances; the role that language maintenance, cultural hybridization or
syncretism, and kinship structures play in these processes; the development of global
networks of mutual trust; the demands of globalization; and the literal or symbolic desire
to return to the homeland, or maintain a virtual and sometimes political influence.
Alternate years. E. Jorge (Pitzer).
187. Expressions of Latin American Popular Cultures. Exploration of Latin American
popular cultures, e.g., carnival performances, music/dance, soap operas, comic books,
films. Discussion about the politics of everyday cultural practices associates with those
expressions, their social relation of power, sexuality and gender representation, as well as
their explicit, implicit, and frequently opposite meanings and uses in the socio-political
processes of which they are part. Contemporary debates about popular culture. Taught in
Spanish. Enrollment limited. Alternate years. E. Jorge.
188. Documenting Spanish Speaking Cultures in Our Community. Improve student’s
fluency in writing and speaking Spanish and provide new cultural knowledge through
an intercultural experience in our community; a small ethnography on a cultural theme
of personal interest. Within a theoretical and ethical framework, this course is processoriented
and will require extensive interaction with the instructor, intense writing

188 MODERN LANGUAGE, LITERATURES AND CULTURE
(dialog-journal), final project, and theoretical readings tailored to each student’s project.
Enrollment limited. Alternate years. E. Jorge.
189. Seminar on Contemporary Issues in the Spanish Speaking World. Students will
review current newspapers, magazines, Web sites, chat rooms, television and radio
programs, and other sources of information in order to discuss contemporary issues as
the events unfold. We will analyze some of the socio-political, economic, and cultural
contexts in which these issues developed in two different ways: either through the study
of a single issue across different countries, or through the study of various issues in one
country. A final project will be required. Class conducted exclusively in Spanish. Fall, E.
Jorge.
Spanish 199. Senior Research. This course can take the form of a thesis, a major essay
paper, or another form of applied research. Students will present a proposal to the faculty
at the end of the previous semester. For community-based research projects students need
previous knowledge and collaboration agreements with the community in question. Staff
Writing
Writing classes at Pitzer are designed to nurture critical inquiry among students while at
the same time cultivating fluent, confident writing that reflects rich, engaged creative thinking.
10a. Writing for International Students. An expository writing course for students
whose first language is not English. Organized around topics of intercultural interest, the
course focuses on developing the skills needed for planning and writing American
college English papers, including the essay, critique, and research paper. Extensive
reading and discussion form the basis of writing assignments. Open only to non-native
speakers of English. [not offered 2007-08]
16. Writing I: The Writing Process. An Introduction to the Fundamental Techniques of
Expository Prose. Class activities focus on writing strategies designed to aid students in
writing well-organized, logical and original essays. In a series of short papers, students
are asked to examine issues and ideas generated by expository texts as well as their own
experiences. Student work is often put through a rigorous class “workshop” discussion.
For one final, longer paper, additional reading and research is required. Spring, Staff.
20. Creative Nonfiction. An introductory writing class that emphasizes the use of
narrative techniques in the production of literary nonfiction. Students write frequent
sketchbook entries and at least five major projects including the memoir, personal essay,
and literary journalism pieces. Writing workshops give them the opportunity to benefit
from the constructive feedback of their professor and classmates before rewriting drafts.
Readings for the course encourage creative generation of ideas, suggest strategies for
crafting and polishing story structure and style, and provide a wide range of models by
professional writers. Fall, J. Levering-Sullivan.
MODERN LANGUAGE, LITERATURES AND CULTURE
25. A Writing Sampler. This introductory course gives students reading and writing
experiences in creative, academic, and professional or nonfiction writing. Contemporary
readings across disciplines and fields of writing serve as models and prompts for student
writing. Constructive feedback on drafts and opportunities for revision help students
become more sophisticated and flexible writers. [not offered 2007-08]
28. Workshop in Journalistic Writing. The course provides students the opportunity to
experiment with a variety of journalistic subjects, voices, and styles in forms that include
news, feature, profile, and opinion writing. In addition to studying excellent models and
reviewing media ethics, students will be introduced to strategies for developing and
researching topics and building effective stories for diverse audiences. Workshops will
provide them with extensive and constructive critiques of their drafts. Students interested
in writing for campus publications are encouraged to enroll. Fall, L. Petersen.
35. Left, Right, and Center: Writing Politics. A course for students interested in gaining
experience in political argument. We will look at current political controversies and will
also follow the emerging presidential campaign. Students will write and discuss a
number of short essays of different types on a range of political topics. Fall, J. Sullivan.
115. Rhetoric and Argument. (Formerly Writ 15) A course for students interested in
argumentation and the rhetorical analysis of articles and speeches on current
controversies. The course focuses on expanding critical thinking through discussion,
debate, oral presentation and, primarily, through writing. Students receive constructive
feedback through writing workshops on their drafts of critiques, position papers, a
literary criticism, and a proposal. Spring, L. Petersen.
126. Autobiography and Memoir. This course will look at the writer’s life as resource
and examine how our lives connect to the national life or to national ideas. We will focus
on strategies for transforming personal experience into literary writing, borrowing from
fiction, non-fiction, poetry and other sources for narrative threads. Spring, J. Levering-Sullivan.
189

MUSIC
MUSIC
A joint program with Scripps, Claremont McKenna, and Harvey Mudd Colleges. Please
contact course schedule for day and time of each offering.
3. Fundamentals of Music. In this course the student learns elementary concepts of
melody, rhythm, harmony and notation. Basic principles of sight-singing and reading
music are included. No previous musical experience is required. Offered each semester.
A. DeMichele, W. Lengefield, Staff.
81. Introduction to Music. A direct experience of music based on extensive listening to
Western European art music from diverse historical epochs and related music from the
Middle East, China, and West Africa. Concepts of major musical styles and forms, as well
as basic musical terminology and notation, are discussed. Offered each semester.
A. DeMichele, R. Huang, Staff.
173a,b. Concert Choir. A study through rehearsal and performance of choral music
selected from the 16th century to the present with am emphasis on larger, major works..
Membership is obtained by audition. Advanced singers may also participate in the
Chamber Choir. Half-course credit per semester. A. DeMichele
174a,b. Chamber Choir. A study of choral music from 1500 to the present, with emphasis
on those works composed for performances of a choral chamber nature. Singers will be
accepted into the class on the basis of a successful audition. Half-course credit per semester.
A. DeMichele.
175a,b. Concert Orchestra. The study through lecture, discussion, rehearsal, and
performance of styles and techniques appropriate for the historically accurate
performance of instrumental works intended for orchestra. Emphasis will center upon,
but not be limited to, music of the second half of the 18th century to the present, with
special emphasis on the Classical and Romantic periods. Class enrollment permitted only
after successful audition. Half-course credit per semester. M. Lamkin.
Note: A half-course credit per semester may be awarded for music ensemble. Credit for
individual music instruction may be awarded at the rate of half-course credit for a halfhour
weekly lesson per semester, or full-course credit for an hour weekly lesson per
semester. Pomona College awards one-quarter course credit for ensemble and half hour
weekly lesson. Students who take a Music major offered at Scripps or Pomona College are
expected to meet the major requirements specified by the College at which the major is taken.
Intercollegiate
172G. Collegium Musicum. Staff.
191

192 ONTARIO PROGRAM
ONTARIO PROGRAM
101. Critical Community Studies. This course will enable students to understand the
dynamics of globalization and community in contemporary U.S. The course takes the
Southern California region as a case study and deals with some of its most pressing
socio-political and environmental problems, such as ecological sustainability, health,
education, housing, immigration, and the growth of the prison system. Students
contribute to seminar discussions on critical readings and participate in 5 fieldtrips,
including the L.A. River, Skid Row, Tijuana, and the California Youth Authority, among
others. This course is the only course which may be taken on its own. Fall/Spring,
S. Phillips, R. Ashmalla.
104A/104B. Social Change Practicum. This course must be taken concurrently with ONT
101 and/or ONT 106. The course provides students with an intensive, 15-hr per week
internship focused on understanding the role that organizations in meeting urban
challenges. Partnerships have been established with numerous organizations in which
students are able to pursue their interests while adding to solutions for community
problems. This course will give students some tools to assist in community-building
efforts and the recognition of community assests as opposed to deficits. Fall/Spring. T. Hicks.
106. Qualitative Research Methods. This course must be taken in conjunction with
Ontario 104. The course offers you an opportunity to conduct community-based research.
You begin by focusing on the importance of who sets the research agenda and the types
of questions that are asked, examining research frameworks and different methodological
approaches. You then develop and implement your own research project on a critical
community concern and present your findings. You will leave the course with a strong
foundation to carry out systematic research using focus groups, ethnography, and
person-centered interviews. Fall/Spring, T. Hicks.
ORGANIZATIONAL STUDIES
ORGANIZATIONAL STUDIES
Organizational Studies is an interdisciplinary course of study focusing on administrative,
economic, political, psychological, and sociological factors that affect cooperative human
systems. A major in Organizational Studies emphasizes an understanding of how
organizations operate, how they affect society, and how they change. Students are
encouraged to design a specific thematic focus to structure the depth of their study.
Students interested in public administration, business administration, public health
administration, organizational behavior, industrial psychology, labor, or sociology of
work may find this program an appropriate preparation for either career or graduate
work in these areas.
Pitzer Advisers: J. Lewis, K. Rogers. Affiliated faculty: N. Boyle, M. Federman, J. Lehman.
Requirements for the Major
Organizational Studies majors take twelve courses from three groups that provide:
breadth, core, and depth for the major. The courses include a set of four classes: one from
each of the social sciences that Organizational Studies draws upon as an interdisciplinary
field, one methods class, and seven additional classes drawn from thematic and core
courses that focus on organizational, industrial, or work-related topics. In most cases
several breadth courses will have been completed by the time a student begins to take
courses in the core.
1. Breadth
Four breadth courses are required, one from each of four fields of study:
economics, political studies, psychology, and sociology. Breadth courses are
Microeconomics (ECON 52); Comparative Politics (POST 30), Congress and the
Presidency (POST 100), or another government course relevant to the student’s
interests; Social Psychology (PSYC 103); and one course on the impact of
organizations on society, such as Economy and Society (SOC 13) or Technology
and People (SOC 25).
2. Core
Students complete five core courses. Three are required: Organizational Theory
(ORST 100), Organizational Behavior (ORST 135), and any statistical methods
course (ECON 91, POST 91, PSYC 91, or SOC 101).
Two additional core courses are chosen from those below:
Cases in Management (ORST 105), Directed Fieldwork (ORST 110),
Manufacturing Tales (ORST 120), Nature of Work (ORST 148), Social Responsibility
and the Corporation (ORST 160), Negotiating Conflict (ORST 192), Ontario
Internship program (by special arrangement), and occasional topics or seminar
courses which may be selected with the adviser, such as Organizational Studies 198.
193

194 ORGANIZATIONAL STUDIES
3. Depth
In consultation with their advisers, students select three courses for depth
which together represent either a single theme or provide further work in one
of the breadth fields. Sample topics have included nonprofit administration, arts
management, labor studies, organizational communication, finance and
accounting, information technology, women and work, organizations and
economic development, leadership and others. A brief rationale describing how
the choice of depth courses represents the student’s theme should be filed with
the adviser at the same time as the major form, i.e., no later than the fall of the
junior year. Students are urged to consider courses from the five colleges and at
Pitzer beyond those normally designated within Organizational Studies which
integrate their topical interests. Topics can also frequently be pursued in
coordination with study abroad.
Students who wish to complete their depth in a single discipline can choose from the
following:
• Economics: 51. Principles of Macroeconomics; and two upper-division
economics or accounting courses selected in consultation with the adviser.
• Political Studies: 112. Labor Internships; 143. International Organizations; 185.
Political Psychology; 190. Public Choice; 192. Negotiating Conflict.
• Psychology: 107. Theories of Personality; 132. Intercultural Communication; 145.
Small Group Processes; 177c. Seminar in Organizational Communication; 194.
Seminar in Social Psychology.
• Sociology: 10. Cars and Culture; 25. Technology and People; 34. Sociology of
Education; 122. Sociology of Health and Medicine; 153. Sociology of Work and
Occupations.
Combined Majors: Students who are pursuing a combined major with Organizational
Studies and another field may take three courses which simultaneously fulfill the
requirements for Organizational Studies and the other field of major. Normally, students
with double majors will choose a depth area in Organizational Studies that is different
from their other major. A combined major with Organizational Studies normally includes
nine courses of which three may overlap with another field. The combination is to be
worked out by the student and cooperating advisers.
Honors: Students with exceptionally strong academic records may be invited by the field
group to be considered for honors. Eligible students will be notified at the end of their
junior year. Honors will be awarded based on excellence in overall academic work, work
in the major, a senior thesis, and an oral presentation.
Joint BA/MIS Degree Program in Organizational Studies and
Information Systems
Pitzer’s Organizational Studies Field Group and Claremont Graduate University’s
Program in Information Science offer Organizational Studies majors the opportunity to
obtain an accelerated M.I.S. degree. Students must formally apply in the fall and be
admitted into the Information Science Program at C.G.U. in the spring semester of their
ORGANIZATIONAL STUDIES
junior year. Applicants must demonstrate competence in information technology and be
recommended by the Pitzer Organizational Studies Field Group. Students in the joint
program must declare their major in Organizational Studies before applying for this
program. Interested students should see J. Lewis.
The joint program is a 19-course program that requires nine courses from the
Organizational Studies major and 10 from the Information Science Program. This joint
degree is designed to be completed in at least one year beyond the BA degree. The
student must enroll at the Claremont Graduate University for at least 8 classes.
Applicants to this program must also demonstrate competence in one or more computer
languages before entering the program. Specific requirements for this program can be
obtained from J. Lewis.
Course Descriptions:
Soc 13. Economy and Society. (See Sociology 13.) R. Volti. [not offered 2007-08]
Post 20. Congress and the Presidency. (See Political Studies 20.) Spring, D. Ward.
Soc 25. Technology and People. (See Sociology 25.) Spring, R. Volti.
Post 30. Comparative Politics. (See Political Studies 30.) Fall, N. Boyle.
Soc 34. Sociology of Education. (See Sociology 34.) K. Yep. [not offered 2007-08]
Econ 51. Principles of Macroeconomics. (See Economics 51.) Fall, L. Yamane/E. Stephens;
Spring, E. Stephens.
Econ 52. Principles of Microeconomics. (See Economics 52.) Fall, M. Federman/Spring,
J. Lehman.
195
Econ/Psyc 91. Statistics. (See Economics or Psychology 91.) Fall, L. Light (Psyc); Spring,
L. Light. (Psyc)/L. Yamane (Econ).
100. Organizational Theory. Examines the major ideas that shape the way we think about
how people and institutions organize groups and work settings. Theorists include a long
list from F. W. Taylor and Max Weber, to systems theorists, and post-modern and feminist
theorists. Prerequisite: one social science course or consent of instructor. Fall, K. Rogers.
Psyc 103. Social Psychology. (See Psychology 103.) Spring, J. Lewis.
Psyc 104. Experimental Social Psychology. (See Psychology 104.) Fall, H. Fairchild.
105. Cases in Management. This course is a case method approach that focuses on
identifying and analyzing problems in organizational behavior, structure, design, and
change. Each week a case will be assigned and discussed in class along with related
reference materials which pertain to the special problems of that case. Prerequisite:
Organizational Studies 100, or equivalent. Spring, K. Rogers.
Psyc 107. Theories of Personality. (See Psychology 107.) Fall, F. Vajk.

196 ORGANIZATIONAL STUDIES
110. Directed Fieldwork in Organizations. Students participate in mentored internships
in a wide variety of organizations. Also, a seminar with supporting readings meets
weekly. Students will be expected to collect data about the organization, and present a
diagnosis of a specific organizational problem or theme with suggested solutions.
Prerequisites: Organizational Studies 100, Psych 135. Enrollment is limited. K. Rogers.
[not offered 2007-08]
Soc 111. Alternative Modes of Social Organizations. (See Sociology 111). Spring,
E. Steinman.
Econ 115. Labor Economics. (See Economics 115). Spring, M. Federman.
Soc 115. Sociology of Law. (See Sociology 115). Fall, E. Steinman.
120. Manufacturing Tales. Focus is on organizational culture, meaning and symbols as
represented in stories, photography, and oral histories of workplaces. We will sample
some fictional works, some descriptive social science and some empirical research on
organizational behavior, ergonomics and careers. Each student will prepare a project
about an ongoing workgroup. Spring, K. Rogers.
Soc 122. Sociology of Health and Medicine. (See Sociology 122.) Fall, A. Stromberg.
135. Organizational Behavior. We will investigate individual, group, and structural
factors that work to influence patterns of behavior in organizations. The course will
incorporate a variety of methods designed to highlight important issues in the field, and
students will be expected to work through individual and group projects related to the
area. Prerequisite: Organizational Studies 100 or Psychology 103. Spring, J. Lewis.
145. Small Group Processes. This course will investigate the effects of group contexts on
leadership, cooperation, competition, creativity, and risk taking. Special emphasis will be
placed on group development, interactional analysis, and communication. Enrollment is limited.
J. Lewis. [not offered 2007-08]
148. The Nature of Work. This course explores psychological issues related to the
changing nature of work. With a primary focus on the human side of organizational life,
we will examine how changes in technology, international relations, and social
expectations shape present and future understanding of work in our contemporary
world. Prerequisite: Organizational Studies 100 and 135. Enrollment is limited. J. Lewis.
[not offered 2007-08]
Soc 153. Sociology of Work and Occupations. (See Sociology 153.) R.. Volti.
[not offered 2007-08]
160. Corporate Social Responsibility and the Corporation. (Formerly Social
Responsibility and the Corporation 106) Issues include the structure of large corporations
and how they advance particular social, political, and economic agendas; corporate
strategies; how companies cope with disasters including industrial accident; whistleblowing;
ethical questions and the responsibilities of corporate boards. Spring, K. Rogers.
ORGANIZATIONAL STUDIES
163. Organizational Aspects of Education. This course will focus on understanding the
educational system through the lens of organizational systems. Through the exploration
of organizational literature and its application to current school issues, we hope to better
understand the interconnected activities faced by the educational system. J. Lewis.
[not offered 2007-08]
Econ 174. Health Economics. (See Economics 174.) M. Federman. [not offered 2007-08]
Psyc 177c. Seminar in Organizational Communication. (See Psychology 177c.) J. Lewis.
[not offered 2007-08]
Post 185. Political Psychology. (See Political Studies 185.) Fall, D. Ward.
192. Negotiating Conflict. Considers some of the theoretical and practical issues involved
when people as individuals, groups, or organizations try to resolve disagreements. Areas
considered include interpersonal and family conflict, legal dispute, contracts, and public
private collaborative arrangements. We consider a wide variety of cases. Students will
gain experience negotiating difficult situations. Fall, K. Rogers.
198. Seminar in Organizational Development. Topics vary and will be announced.
Especially for advanced O.S. majors. Other students may be admitted with permission of
the instructor. With different topics of focus, this course may be repeated at instructor’s
recommendation. K. Rogers. [not offered 2007-08]
199. Senior Thesis. Staff.
197

198 PHILOSOPHY
PHILOSOPHY
Philosophy courses offered by the Pitzer Philosophy Field Group and the Philosophy
Departments of the other Claremont Colleges and CGU are designed to cultivate critical
thinking and to introduce the student to the history of philosophy, its traditional
problems and subject areas, and its connections with related subjects. In addition to
preparing students for graduate work in philosophy, philosophy courses are a natural
complement to the study of a wide variety of other subjects, and can be relevant to
preparation for careers in law, medicine, and a number of fields involving the natural and
social sciences, and the humanities.
Pitzer Advisor: B. Keeley.
Most courses numbered under 100 are suitable for students who have taken no college
level courses in philosophy. Although they do not satisfy any of the major requirements,
Philosophy 1, 2, 3 and 7 are especially recommended to introduce students to philosophy
and to prepare them for more advanced courses.
Requirements for the Major
The regular philosophy major is offered in cooperation with Pomona College. The
requirements include nine courses in philosophy consisting of the following:
(i) Five core courses: Philosophy 31 (History of Ethics) or Philosophy 32
(Ethical Theory); Philosophy 40 (Ancient); Philosophy 42 (Modern);
Philosophy 60 (Logic); and Philosophy 30 (Introduction to Mind,
Knowledge and Existence)
(ii) Three elective non-introductory courses in philosophy to be chosen
from the offerings of the 5 colleges and CGU in consultation with the
students' advisors;
(iii) A senior capstone project designed and completed in consultation with
the Pitzer Philosophy Field Group. Two ways of meeting this
requirement are: a)completing a senior thesis, normally involving
taking a one-credit "Senior Thesis" Independent Study; or b) taking a
senior seminar class in philosophy, which could be an appropriate
upper-division philosophy course. Note that completing a senior thesis
with distinction is a necessary condition for being nominated for
"Honors in Philosophy" upon graduation.
Pitzer students are also encouraged to design combined and special majors which include
philosophy. All such majors must be approved by the Pitzer Philosophy Field Group
before the second semester of the student's junior year.
Students who wish to major in philosophy or in a joint or special major which includes
philosophy must arrange to have a Philosophy Field Group advisor by the beginning of
the junior year. Special or joint majors choose a second advisor from Pitzer or any of the
other colleges.
PHILOSOPHY
Please note that History of Ideas courses that are not cross listed in Philosophy cannot be
used to satisfy requirements for the Philosophy major or minor.
Minor in Philosophy requires a total of 6 philosophy courses, no more than two of which
can be numbered below 10. No course for the minor may satisfy a requirement for a major.
In addition to the following, see course listings for Claremont Graduate University,
Claremont McKenna College, Harvey Mudd College, and Scripps College.
1. Problems of Philosophy. A study of selected problems in philosophy from such areas
as ethics, philosophy of religion, theory of knowledge, and metaphysics. Classical and
contemporary readings. Spring, N. Birondo (Pomona).
3. Philosophy Through Its History. Study of the development of philosophy in the West. Plato,
Descartes, Hume, Kant, and Nietzsche will be considered. Lecture and discussion. Fall, S. Erickson (Pomona).
4. Philosophy in Literature. Discussion of various aspects of the human condition,
personal and social, as presented in various works of literature. Fall, S. Erickson (Pomona).
5. Gods, Humans, and Justice in Ancient Greece. Focus on the fundamental questions in
ancient Greek moral thinking, such as the following: What is the best kind of life for a
human? Should I be good? Can I be good? Is morality objective, subjective, or relative to
one's society? What is the relation between gods and humans? Are we at the mercy of
fate? Readings from Greek literature and philosophy. Identical to Classics 64. R.
McKirahan (Pomona). [not offered 2007-08]
7. Introduction to Philosophy. What's so great about thinking and knowledge? In the
course of the semester, we will investigate that value of a philosophical life by taking a
journey through the history of Western philosophy, from Socrates & Plato to Sartre.
Along the way, we will consider perennial philosophical questions about the nature of
justice, the relationship between mind & body, free will, the problem of evil, and
arguments for the existence of God. [not offered 2007-08]
30. Introduction to Knowledge, Mind and Existence. Introduction to some of the central
issues regarding the nature of knowledge, the mind, and reality. Topics to be discussed
include skepticism, the analysis of knowledge, theories of epistemic justification, the
nature of consciousness and subjectivity, mental causation, dualism, reductive and nonreductive
physicalism, proofs for the existence of God, and personal identity.
Fall, B. Keeley (PI); Spring, P. Thielke (Pomona).
31. History of Ethics. Introduction to the major writings of several leading figures in the
history of moral philosophy. Focuses primarily on moral philosophy of the modern
period. Lecture and discussion. Spring, N. Birondo (Pomona).
32. Ethical Theory. Introduction to the central problems of philosophical ethics, including
the nature of value, the justification of moral principles, and the psychology of moral
choice. Classical and modern readings. Spring, N. Birondo (Pomona).
33. Social & Political Philosophy. Survey of conceptual and normative problems in
political and social theory, particularly issues involving freedom, equality, and rights.
199

200 PHILOSOPHY
Readings from Locke, Marx, Rousseau, Mill, Rawls, Nozick, and others. Spring, M. Green (Pomona).
34. Philosophy of Law. Consists of two components. The first focuses on specific issues
in the philosophy of law, e.g., should we punish to incapacitate? to cure? to deter? to
exact revenge? to exact retribution? The second component surveys the main theories of
what, more generally, the law is and ought to be. Spring, M. Green (Pomona).
36. Environmental Ethics. In this course, we will reflect critically upon and discuss
questions about humans' place in and responsibility for the state of the "natural world'.
Specific topics discussed will vary, but will include (some of) the following: the moral
status of non-human animals and non-animate beings, the environmental consequences
of our reliance on industrialized agriculture and biotechnology, the social and psychological
factor that stand in the way of our making 'green' choices, the desirability and possibility
of our formulating a coherent and compelling "global ethic.". Fall, N. Davis (Pomona).
38. Bioethics. Focuses on issues and themes that arise in our reflections about the conduct
of scientific research and the application of its results, and about the nature and practice
of medicine. Specific issues will vary from year to year. One year we may explore the
conceptual underpinnings that help us understand and assess the efficacy and morality of
medical treatment. Another year, the orientation of the course may be a more policy-centered one.
N. Davis (Pomona). [not offered 2007-08]
40. Ancient Philosophy. The origins of Western philosophy through reading and
discussion of its classical sources, including the Presocratics, Stoics, Epicureans, Plato,
and Aristotle. Lecture and discussion. Fall, R. McKirahan (Pomona).
42. Modern Philosophy. Major philosophers of the 17th and 18th centuries, e.g.,
Descartes, Locke, Berkeley, Kant, Hume, emphasizing their views on metaphysics,
epistemology, and philosophy of mind. Lecture and discussion. Spring, P. Thielke (Pomona).
43. Continental Thought. Beginning with a review of Kant, German idealism (Fichte
through Hegel), Kierkegaard, Schopenhauer, Nietzsche, Heidegger, Foucault, and
Derrida will be considered. Spring, S. Erickson (Pomona).
47. Socrates. Through reading of ancient texts and modern interpretations, this course
will address such questions as the following: Who was Socrates? What do we know about
him? What were his views and values, and how did he reach them? Why was he put to
death? What is the Socratic Method? Was Socrates a revolutionary or an upholder of
traditional values? How as he seen by contemporaries and by posterity? What has been
his philosophical influence? Spring, R. McKirahan (Pomona).
49. Science and Values. Addresses issues at the intersection of science and policy. Focuses
on different specific issues in different years, including such things as: the "junk science"
wars, debates about teaching "Intelligent Design," pharmaceutical companies' marketing
practices and FDA regulations, eugenics, "Frankenfoods," etc. Addresses issues at the
intersection of science and policy. N. Davis (Pomona). [not offered 2007-08]
52. Philosophy of Religion. Explores the classical and contemporary settings for the
problem of evil and the way in which God is either denied or reconceived as a result.
Readings from Augustine, Jung, Suzuki, Kazantzakis, Niebuhr, de Chardin, Otto, Confucius,
PHILOSOPHY
Wiesel, and Eastern religions, e.g., Zen Buddhism. Letter grade only. Spring, F. Sontag (Pomona).
55. Aesthetics and the Philosophy of Art. Introduction to philosophical and conceptual
issues raised by beauty and art. What makes something a work of art? What grounds are
there, if any, for distinguishing better from worse art? What is the nature of the beautiful
and does it have any necessary relationship to art? The primary focus will be issues
raised by 20th Century art, including Duchamp, Rauschenberg, Warhol, Pollock,
Mapplethorpe, Karen Finley, and others. B. Keeley. [not offered 2007-08]
60. Logic. Introduction to mathematical logic through the development of proof
techniques (natural deduction and semantic tableaux) and model theory for sentential
logic and quantification theory. Properties of logical systems, such as consistency,
completeness, and decidability. Lecture and discussion. Fall, L. Perini (Pomona).
71. History of Aesthetics. A survey of various aesthetic theories, from antiquity to the
19th Century. Topics will include the nature of beauty, the epistemological status of
aesthetic judgments, and the connection between art and morality. Readings from Plato,
Aristotle, Kant, Schopenhauer, and Nietzsche, among others.
P. Thielke (Pomona).[not offered 2007-08]
81. Epistemology: Truth, Justification, Knowledge. The facts seem to matter: Does the
movie start at seven? Do the brakes on the school bus work? Should we teach evolution?
creationism? both? But how do we know what the truth is? What makes some of our
beliefs justified and others unjustified? Can we have any objective grasp on the truth?
P. Kung (Pomona). [not offered 2007-08]
103A. Philosophy of Science: History. Introduction to the philosophy of science via an
exploration of the recent history of the field. The development of theories of science will
be traced from the Vienna Circle and early 20th-century logical positivism, through the
work of Thomas Kuhn ending with more contemporary views, such as feminist
philosophy of science. Both Phil 103A and Phil 103B may be taken for credit, if desired,
and may be taken in any order. Prerequisite: one course in philosophy, one college-level
science course, or permission of instructor. Fall, L. Perini (Pomona).
103B. Philosophy of Science: Topics. Introduction to a selection of topics in the
philosophy of science, which might include the structure of scientific theories, the nature
of scientific explanation, confirmation of scientific hypotheses, the difference between
science and non-science, the reality of theoretical entities and contemporary critiques of
science. Both Phil 103A and Phil 103B may be taken for credit, if desired, and may be
taken in any order. Prerequisite: College-level science course, philosophy course, or
permission of instructor. [not offered 2007-08]
130. Monkey Business: Controversies in Human Evolution. (Also Psychology 130). Ever
since Darwin first posited a plausible mechanism for evolution, scientists and nonscientists
alike have used his ideas to support their own concepts about the nature of
human nature. In class, we will examine the history, concepts, and philosophy behind
Darwin's ideas, exploring in the process the fields of sociobiology, cognitive psychology,
and primatology, among others. We will also consider the relationship between development
and evolution as we attempt to build an understanding of Darwin's mechanism that is
201

202 PHILOSOPHY
free of the confused notions that have become attached to it over the years. Prerequisites:
A college-level course in at least one of the following three areas: psychology, philosophy,
or biology, or permission of the instructor. D. Moore/B. Keeley. [not offered 2007-08]
147. Stem Cells and Human Cloning: Biology, Ethics, and Politics. The promise of stem
cells for human medicine is ensnared by the threat of human cloning. This course will
cover the biology of stem cells and cloning, the ethical dilemmas currently envisioned,
and the current and future political and legal approaches that could govern use of this
technology. Fall, N. Davis (Pomona) & L. Hoopes (Pomona).
160. Freedom, Markets and Well-Being. Our society embraces commitments both to
safeguarding basic liberties and to facilitating the pursuit of happiness. In this course, we
take up a range of views concerning the appropriate role of the market in such a society.
We then focus upon the challenges involved in bringing these arguments to bear on
issues of public policy. Prerequisites: one course in each of philosophy, politics and
microeconomics. E. Brown/M. Green (Pomona) [not offered 2007-08]
185A. Topics in Metaphysics. Conceivability, possibility, necessity and related notions have
played a role in the history of philosophy from Anselm's 11th c. ontological argument to Kurt
Goedel's 20th c. one., and from Descarte's 17th c. argument for mind-body dualism to Saul
Kripke's 20th c. one. The coherence of modal notions has been criticized by Quine, Goodman,
White, and Harman, defended by Scott, Kripke, Lewis, Marcus, and Plantinga, and developed
by Soames, Fine, Bealer, and Sidelle. This seminar will review the elements of formal modal
logic and assess the role of modal notions in metaphysical arguments. Fall, J. Atlas (Pomona).
185E. Self, Language and Imagination. Seminar on some recent reflections on continental
themes, generated by such thinkers as Rorty and Taylor. Emphasis will be on the role of
language and imagination in political and existential discourses. Primarily discussion.
S. Erickson (Pomona). [not offered 2007-08]
185L. Topics in Epistemology, Metaphysics and the Philosophy of Mind. An
examination of various issues in contemporary epistemology, metaphysics, and the
philosophy of mind, such as the following: the nature of consciousness, mental causation,
the relationship between the mental and the physical, the nature of epistemic justification,
and the status of testimony as a source of knowledge. P. Kung (Pomona). [not offered 2007-08]
185M. Topics in Mind and Language. A philosophical introduction to topics in
philosophy of language and philosophy of mind, which include: how words refer to
things, what is it for a word/phrase/sentence to be meaningful, what role truth plays in
understanding language, what role inference plays in understanding language, how
sentences or thought depends on the mind vs. the world, what a mental representation is
and how it compares with a sentence, the nature of consciousness and the first-person
point of view, how to understand emotion vs. thought, philosophical consequences for
our theory of mind from computer science and neuroscience. Topics vary from year to
year. Prerequisite: One of 30, 42, 60, 80, PZ 103. May be repeated for credit. Fall, J. Atlas (Pomona).
185N. Topics in Neurophilosophy. A selected examination of issues at the intersection of
contemporary philosophy and neuroscience. Topics may include: the philosophical and
theoretical bases of Social (Cognitive) Neuroscience, the neurobiology of belief
PHILOSOPHY
attribution, the metaphysical relationship between mind and brain and the nature of the
sensory modalities. Topics will be addressed from an interdisciplinary perspective,
including not only philosophy and neuroscience, but also psychology, cognitive science
and others. B. Keeley, D. Scott-Kakures. [not offered 2007-08]
185P. Topics in Value Theory. Contemporary treatments of some of the dominant topics
in value theory. Egoism, ethical relativism, realism, objectivity, the fact/value distinction and
weakness of will. Prerequisite: Phil 31 or 32, or permission of instructor. Fall, N. Birondo (Pomona).
185Q. Topics in Science and Values. This course will examine a family of issues (1)
mental/psycho-social health, (2) environmental and public health; (3) legal, regulatory
and educational issues related to scientific research and science teaching; or (4)
reproductive ethics. The focus will vary from year to year. Spring, N. Davis (Pomona).
185R. Topics in Philosophy of Science. The class will examine some central themes in
the philosophy of science; topics might include the nature of scientific theories and
models, confirmation of hypotheses, scientific realism, and reductionism. Spring, L. Perini (Pomona).
186E. Heidegger and the Tradition. A selective examination of Heidegger's
understanding of poetry, tradition, and truth. Comparisons with Hegel, Nietzsche,
Wittgenstein, and Derrida. Discussion. Spring, S. Erickson (Pomona).
186H. Topics in History of Modern. An examination of issues central to 17th-19th
century philosophy. Topics might include the debate between rationalism and
empiricism, the limits of reason, the nature of substance and mind, and the nature of
human experience. Reading to be drawn from authors from Descartes to Nietzsche. Letter
grade only. Prerequisite: Philosophy 42. P. Thielke. (Pomona). [not offered 2007-08]
186K. Kant. A detailed examination of the works of Immanuel Kant, focusing on issues
that arise from Kant's transcendental idealism. Topics may include Kant's account of
cognition, the nature and limits of human knowledge, the force of the moral law, and the
warrant of aesthetic judgments. Prerequisite: Philosophy 42. Fall, P. Thielke (Pomona).
187A, B. Tutorial in Philosophy. Selected topics, determined jointly by the student and the
tutor, conducted through frequent student papers evaluated in Oxford-style tutorial
sessions. Prerequisite: written permission of instructor. 187A, full course. 187B, half
course. May be repeated. By arrangement. J. Atlas (Pomona).
191. Senior Thesis. Students work individually with faculty to identify an area of interest
and define a topic to investigate. The research project results in a thesis to be submitted
in writing to the Philosophy Department. Fall, Staff (Pomona).
198. Summer Research Projects. Summer reading and research on a topic agreed to by
the student and the instructor. Normally such study involves a set of short papers and/or
culminates in a research paper of substantial length. Full or half-course. Staff.
199. Independent Study. Independent reading and research on a topic agreed to by the
student and the instructor. Normally such study involves a set of short papers and/or
culminates in a research paper of substantial length. Full or half-course. Staff
203

204 POLITICAL ECONOMY
POLITICAL ECONOMY
POLITICAL ECONOMY
The objective of this major is to allow students to focus their studies on problems that
engage both politics and economics and to explore the expanding literature that joins the
two fields.
Pitzer Advisers: M. Federman, T. Ilgen, J. Lehman, E. Stephens, L. Tongun.
Requirements for the Major:
(i) Twelve courses are required, a minimum of six (6) semester courses in political
studies and six (6) semester courses in economics. Courses that are cross-listed
may be counted for either discipline, but not for both.
(ii) The six semesters in economics must include two semesters of Principles of
Economics (Econ 51 and 52) and two semesters of Economic Theory (Econ 160
and 162).
(iii)The six semesters in political studies must include Introduction to Political
Studies (PS 10), Congress and the Presidency (PS 20), Comparative Politics (PS
30), and Global Politics (POS 40).
(iv) One semester of statistics (Econ 91 or PS 91).
(v) A one-semester senior seminar (PS 195 or 196 or Econ 198).
(vi) Of the twelve (12) required courses, a minimum of two semester courses must
explicitly join the two disciplines. They should be chosen from the following
list:
Economics:
127. China and Japan: Economy and Society
132. Macroeconomic Policy: Case Studies
140. Economic Development
141. Agricultural Development in the Third World
142. The Japanese Economy
145. International Trade and Finance
148. Issues in International Trade and Development Policy
163. The Economics of Poverty and Discrimination
172. Environmental Economics
174. Health Economics
176. Public Finance
Political Studies:
120. State and Development in the Third World
141. International Political Economy
142. The Third World and the Global Economy
166. Environmental Policy
181. The Politics of Water.
191. Political Economy of the Inland Empire
Honors candidates will be expected to achieve a cumulative GPA of 3.5 or better in the
required coursework and submit a deserving honors thesis supervised by a faculty
member in each of the two fields.
The following courses are strongly recommended for majors:
History of Economic Thought (Econ 155)
History of Political Philosophy (Modern) (PS 151)
Mathematics through Math 23
205

206 POLITICAL STUDIES
POLITICAL STUDIES
Political Studies examines political values, interests, institutions, power and the processes
of governing. Courses explore these questions using a variety of methodological approaches.
Pitzer Advisers: N. Boyle, T. Ilgen, A. Pantoja, S. Snowiss, L. Tongun, R. Van Sickle-Ward,
D. Ward.
Political Studies consists of four sub-fields: Political Philosophy examines the history of
political concepts such as authority, law, freedom, rights, equality, justice, and the state;
Comparative Politics develops criteria for comparing the domestic politics and policies of
countries throughout the world, including the U.S.A.; Global Politics examines
relationships between and among nation-states, as well as the emergence of transnational
forces that increasingly give shape to a global political system; U.S. Politics examines
politics and public policy in the U.S.A., including Latino, African American and Asian
American politics.
Requirements for the Major
Satisfactory completion of twelve (12) courses in Political Studies. These must include:
1. Political Studies 10, 20, 30, 40 and 50.
2. At least three upper level courses in one of the four sub-fields.
3. Three other Political Studies courses.
4. A senior seminar, offered in Fall semester, which includes a major research paper.
Political Studies majors intending to pursue graduate study or careers in politics and
public policy are strongly recommended to take:
• Political Studies 91 and 93
• 2 years of language study
• Macroeconomics and Microeconomics
• A survey course in modern world history and another history course
appropriate to one’s focus of study
• An off-campus internship in a political organization. Certain Pitzer External
Studies programs provide such opportunities and internships are also available
in Politics of Water and Labor and Politics
Political Studies 10 and 50 will normally be offered in the Fall semester. Political Studies
20, 30 and 40 will normally be offered in the Spring semester.
Senior Thesis: Those students who wish to write a senior thesis must present a proposal
or paper to the Political Studies Field Group at the end of the prior semester for approval.
Honors: Exceptional students with a cumulative GPA of 3.5 or better may be awarded
honors in Political Studies on the basis of the excellence of their work in the major and on
a senior thesis.

208 POLITICAL STUDIES
POLITICAL STUDIES
AP Credit: AP courses in the field of politics and government with a score of 5 may be
counted toward graduation, but not toward fulfilling the requirements of the major.
Requirements for Combined Major (Political Studies/Economics)
Students who wish to combine a major in Political Studies with a major in Economics
must meet all requirements for the Political Studies major with the exception that the
student needs to complete a total of eight (8) courses and a senior seminar in either
Political Studies or Economics. Combined majors with other fields will be arranged on a
case-by-case basis.
Political Studies
10. Introduction to Political Studies. An introduction to the study of politics and its sub
fields of political philosophy, comparative politics and policy, and international and
global affairs. Concepts examined include human nature and power, community and the
state, citizenship and rights, authority and legitimacy, freedom and equality, democracy
and justice. The course explores how different peoples, classes, cultures, and nations
organize themselves politically for common purposes and for addressing conflicts. Web
materials will be used to address contemporary political issues. Required of Political
Studies majors; also serves as an appropriate course for other students interested in
politics. Fall, S. Snowiss.
20. Congress and the Presidency. The major goal of the course is to provide a detailed
introduction to how the U.S. national government works. Congressional topics include
the committee system, constituent relations, policy-making, the budget, and recent
reforms. Presidential topics include the rise of the modern presidency and its problems,
presidential character, domestic and foreign policy-making, and leadership. Note: the
course requires one week of evenings (legislative simulation) after Spring break. Spring,
D. Ward.
30. Comparative Politics. This course provides an introduction to comparative political
analysis. The central focus is on how the formation of nation states and modern
economies has impacted peoples in diverse settings. Empirically the course covers seven
countries in which Pitzer has had External Studies programs: Turkey, Ecuador,
Venezuela, China, Nepal, Italy, and Botswana. The theoretical/analytic framework to be
used in the course is derived from Stein Rokkan’s analysis of state formation, nationbuilding
and mass politics. Fall, N. Boyle.
40. Global Politics. (Formerly Political Studies 46, cannot be taken again for credit)
Introduction to the field of global politics. The course examines the relations among
nation-states in global affairs and the roles played by international organizations and
other actors in managing global conflict and cooperation. Topics include the causes and
consequences of war, the management and impact of global economy, and efforts to
promote justice and human rights within and among nation-states and their peoples.
Spring, T. Ilgen.
50. Introduction to Political Philosophy. The study of political philosophy focuses on
broad assumptions concerning human nature and the character of community
organizations that regulate activities and promote happiness. These assumptions,
structures and goals vary through time and across cultures. This class examines the texts
of major theorists representing Western and Non-Western political thought and compare
their arguments concerning the nature of freedom, justice, equality, authority, and
responsibility among other fundamental concepts. Fall, S. Snowiss.
60. Introduction Public Policy. This course provides an overview of the processes and
politics of policy-making in the United States. We will explore normative issues of equity
and efficiency, consider advantages and disadvantages of policy-making in different
venues (courts, legislatures, bureaucracies) and explore the different perspectives on the
policy-making help by various actors. Spring, R. VanSickle-Ward.
70. Research Methods in Political Studies. This course explores the methods employed
in political science research. The two primary goals of the course are: (1) to provide new
analytic tools that will help in the critical evaluation of social science material, and (2) to
improve students’ ability to pose and answer research questions on their own. Fall, R.
VanSickle-Ward.
Envs 90. Economic Change and the Environment in Asia. (See Environmental Studies
90) M. Herrold-Menzies. [not offered 2007-08]
Post 91/Econ 91. Statistics. An introduction to the statistical tools used in the quantitative
analysis of economic and political relationships. Topics include probability theory,
statistical estimation, hypothesis testing, and regression analysis. Spring, L. Yamane.
93. Policy Analysis. In this course, we will examine the foundations of policy analysis
and some fundamental issues in research design. We will also consider some
fundamental statistical techniques and their applications in the policy analysis process.
Students will review selected examples of policy analyses and also will have
opportunities to apply various techniques to existing data sets. Each student will do a
policy analysis as a term project. [not offered 2007-08]
IIS 100.Study Abroad Colloquium. (See International Intercultural Studies 100). Fall,
C. Brandt, J. Lehman.
Comparative Politics
101. The U.S. Electoral System. Electoral behavior is the area in which the study of
politics has had the greatest success in joining the scientific community. This course
acknowledges that success by conducting an empirical examination of the electoral
system, including the historical origins of the two-party system, critical realignments of
party coalitions, theories of voting, the incumbency effect, campaign finance, the
economy’s impact on electoral choices, third parties, primaries, voter turnout, issues and
candidate evaluation, and the prospects for electoral reform. D. Ward. [not offered 2007-08]
209

210 POLITICAL STUDIES
POLITICAL STUDIES
103. Power and Participation in America. This course addresses the distribution of
power in America and patterns of political participation. Elite and pluralist models of
power are tested against existing patterns of social stratification and political influence.
Political movements are analyzed as they attempt to confront the existing power
structure and strategies of organization and mobilization are assessed. Emphasis is on the
obstacles ordinary people encounter as they attempt to influence the political process. Topics
include the defense industry, poor people’s movement, FBI and CIA surveillance of political
groups, corporate power, economic democracy, the American Indian Movement, Black
Panthers and other radical movements, and grass roots organization. [not offered 2007-08]
104. War and the American Presidency. This course is a study on presidential power, its
origins and evolution from Washington to contemporary presidents. Specifically, students
will explore the constitutional, institutional, contextual, and personal sources of
presidential power in an effort to understand why some presidencies are considered
imperial while others are seen as imperiled. Spring, A. Pantoja.
105. American Politics. This course covers a variety of issues at the forefront of political
debate in the United States. It is a reading and writing intensive course. Readings come
predominantly from leading intellectual journals and recent books. Students will be
expected to write several short essays on the issues covered in the course such as the
southernization of national politics, the privatization of the social safety net, the
militarization of U.S. foreign policy, corporate and political corruption, economic
polarization, the erosion of civil and human rights, the promise and limits of deliberative
democracy, the state of the environment, the political influence of religious
fundamentalists, homophobia in U.S. political culture, the aftermath of campaign finance
reform, increasing government secrecy, polarization of the electorate, the rightward drift
of the federal courts, and the “Texasization” of the U.S. education policy. Prerequisite: An
introductory course in politics or American studies is recommended, but not required. D.
Ward. [not offered 2007-08]
107CH. Latino Politics. The role of Latinos in the American political process will be
examined. Latino political empowerment movements will be analyzed, with a focus on
political culture/voter participation; organizational development in the different Latino
sub-groups; leadership patterns, strategy, and tactics; and other issues impacting the
Latino community. Fall, A. Pantoja.
108. California Politics. (Formerly Governing California 108, cannot be taken again for
credit) This course explores state ad local politics in California. Topics include
racial/ethnic diversity, campaigns and electoral politics, redistricting, legislative
professionalization and term limits, initiatives, referendums and recall elections, the
organization of the executive branch, fiscal politics in the era of Prop 13, and regional
policy and local governance. Fall, R. VanSickle-Ward.
109. Special Topics in American Politics. [not offered 2007-08]
110. European Politics. European Politics has been transformed in recent years by the
collapse of one supra-national political-economic structure, Soviet Communism, and the
rapid development of another, the European Union (EU). This course will examine the
causes and consequences of these changes. Topics examined include the post-1945
settlements in both Eastern and Western European countries, the breakdown of these
settlements, the future of the EU, xenophobic nationalisms, and relations between the EU
and Eastern Europe. [not offered 2007-08]
111. Theories of Electoral Systems. (See also Math 11). In this course we will analyze
various voting procedures (majority rule, Borda counts, instant runoff voting,
proportional representation, etc.) as well as ways of assessing voting power and other
kinds of power. We will also consider the U.S. Electoral College, the use of the initiative
in California and the election for governor in California. This course satisfies Pitzer’s
formal reasoning objective. J. Hoste, J. Sullivan. [not offered 2007-08]
113. Immigrants, Citizenship, and Nationalism in the European Union. Immigration,
citizenship and nationalism will be examined at the level of the European Union and at
the nation-state level for Germany, France, Britain and Italy. Topics to be explored
include: nationalism in the context of European integration; racism and xenophobia; and
immigrants as political actors. Analysis will focus on the role of divergent national
traditions (rooted in the development of nationalism and colonial histories) and the
convergent pressures resulting from European integration. Students with 3 semesters or
more of French, Italian or German may participate in half-course language sections
connected to the main course. N. Boyle. [not offered 2007-08]
IIS 113. Science, Politics, Alternative Medicine. (See International Intercultural Studies
113). Spring, S. Snowiss.
211
115. Rival Models of Capitalism in Europe. This seminar will focus on the different
ways in which capitalism is organized in European countries. Three sets of differences
will be examined: that between the “Rhenish” and “Anglo-American” models of
corporate governance; that between social democratic, Christian democratic and liberal
varieties of the welfare state; and that between “left”, “right” and “third way” politicaleconomic
strategies. Particular attention will be paid to the challenges faced by the
“northern tigers”: Ireland, Finland, Sweden and Holland. Comparisons will also be made
to North America. The central question animating the course will be whether the forces of
“globalization”, capital mobility and EU integration are inducing a convergence toward a
common European model of capitalism. N. Boyle. [not offered 2007-08]
117. Irish Politics (Formerly Irish Nationalism 117, cannot be taken again for credit) This
course will examine the transformed politics of the two parts of Ireland: from strife to
accommodation in the Northern Ireland and from chronic underperformance to “Celtic
Tiger” in the Irish Republic. Spring, N. Boyle.
118. Teaching and Politics: Practicum. This course will examine both the politics of
teaching and the teaching of international politics. With a particular focus on the teaching
of International Studies in public schools the course will explore the way politics, from

212 POLITICAL STUDIES
POLITICAL STUDIES
U.S. foreign policy down to school-district politics shape what the classroom teacher
does. The course is designed as a workshop organized around projects, including
Fulbright Teaching Fellowship proposal; and an internship in a local public school. N.
Boyle/M. Dymerski. [not offered 2007-08]
120. Special Topics: Water Conflict: Comparative Perspectives. This course will examine
a selection of recent conflicts over water. We will compare water issues in California with
water conflicts in other countries. Attention will be given to river systems (Colorado,
Nile, Jordan, etc.) and to political issues such as water rights, water privatization, and
water and poverty. Spring, J. Sullivan.
IIS 120. The State and Development in the Third World. (See International Intercultural
Studies 120) Fall, L. Tongun.
IIS 122. Contemporary Political and Social Movements in the Third World. (See
International Intercultural Studies 122) L. Tongun. [not offered 2007-08]
IIS 123. Third World Socialism. (See International Intercultural Studies 123). L. Tongun.
[not offered 2007-08]
125. African Politics. The focus of this course will be democracy in Africa. More
specifically, it will involve an examination of the struggles over the forms democracy
takes, a review of democracy’s internal and external advocates, a study of the relationship
between democracy and development, and an analysis of the factors which led to the
adoption, and demise, of forms of democracy in a variety of African countries. L. Tongun.
[not offered 2007-08]
126. Governing India. India is often said to be “the world’s largest democracy.” Yet, this
characterization is challenged by a great diversity of peoples and languages, on-going
armed rebellions, perpetual protests, shifting coalitions of political parties, regional
separatist challenges, an intense struggle over liberalization, and challenges of
communalism. This course will involve the study of India’s political institutions, its
political actors, the policies over which they struggle and the tools they use to realize
their objectives. Indian experiences will be compared to those experiences elsewhere in
Asia and around the world. Fall, D. McHenry.
IIS 127. Environment and Development in the Third World. (See International
Intercultural Studies 127). Spring, L. Tongun.
International Politics
130. U.S. Foreign Policy: The U.S as a Hemispheric Power. Before the United States was
a global power, it was a hemispheric power. In the process of becoming a hemispheric
power the U.S. developed institutions, mindsets, interests, and methods which would
greatly influence U.S. behavior as it emerged from World War II. This course focuses on
the U.S rise to global power and will examine key policies and events in relations
between the U.S. and Latin America and in the “Far West”, including the Philippines and
China. Topics include the Monroe Doctrine, the Roosevelt Corollary to the Monroe
Doctrine, The Open Door policy, Dollar Diplomacy, the Good Neighborhood, and the
various military operations enforcing those policies. Fall, D. Ward.
213
131. U.S. Foreign Policy: The U.S. as a Global Power. This course focuses on U.S. foreign
policy since World War II. This course will employ various decision making models such
as the rational actor, bureaucratic politics, governmental politics, groupthink, and
imperialistic models to examine various cases including U.S. relations with Vietnam, Iran,
Guatemala, Cuba, Chile, El Salvador, Nicaragua, Angola, Panama, Grenada, Afghanistan,
and Iraq. In the process of exploring these cases we will trace the evolution of U.S. policy
from Containment to Preventive War. Spring, D. Ward.
133. Film, Politics and the Cold War. For nearly 50 years the Cold War influenced nearly
all aspects of American political and culture life. This course examine Cold War genre
films in an effort to understand how Americans perceived the Soviet threat and how
these popular perceptions influenced international and domestic politics. Spring, A. Pantoja.
134CH. U.S. Foreign Policy and Mexico. This course will present an overview of
contemporary U.S. foreign policy towards Mexico. The historical antecedents and the
contemporary forces affecting U.S.-Mexico foreign policy will be examined. Policy issues
such as immigration, the North American Free Trade Association, and U.S. Mexican
relations with the context of U.S. Latin American policy will be explored.
[not offered 2007-08]
141. International Political Economy. Examines the relationship between the
contemporary global economy and the nation-state through Liberal, Marxist, and Realist
paradigms. Treats the evolution of the international trading and monetary systems over
the past two centuries, the relations between rich and poor countries, the roles of global
banks and corporations, and the transitions to market economies in Eastern Europe,
Russia, and China. Background in international politics and/or international economics is
desirable. Fall, T. Ilgen.
142. The Third World and the Global Economy. An examination of the impact of
international economic systems on the wealth and welfare of Third World countries.
Early weeks treat theories of imperialism and the legacy of colonialism prior to World
War II. Attention is then directed to problems raised by the contemporary global
economic order: trade, aid and finance, debt, technology transfer, and the multinational firm.
Spring, T. Ilgen.
143. Global Governance. This course explores efforts to address global issues with
institutions and organizations that transcend the nation-state. The United Nations,
regional arrangements such as the EU and NAFTA, and the role of non-governmental
organizations (NGOs) will be examined. Fall, T. Ilgen.
IIS 146. International Relations of the Middle East. (See International Intercultural
Studies 146). Spring, L. Tongun.

214 POLITICAL STUDIES
POLITICAL STUDIES
147. International Environmental Politics. Following an exploration of human effects on
ecosystems, we look at collective action problems associated with transnational
environmental problems. The role of national and subnational level politics in
promulgating international level solutions to environmental problems is examined.
Vertical and horizontal interactions of the institutions designed for environmental
protection are analyzed. Fall, H. T. Nelson.
Political Philosophy
150, 151. History of Political Philosophy. A year-long course surveying the major ancient
and modern responses to the perennial issues of politics: justice, freedom, equality, the
good society, the state, responsibility. Readings will be drawn from Plato, Aristotle, the
Bible, Augustine, and Aquinas, as well as Machiavelli, Descartes, Hobbes, Locke,
Rousseau, and Marx. The first semester is not a prerequisite for the second but is strongly
recommended 150. S. Snowiss. [not offered 2007-08] 151. Spring, Staff.
154. Political Thought: East and West. A comparative study of Eastern and Western
political philosophy dealing with such questions as the relationship between different
concepts of nature and the political order, morality versus expediency, and hierarchy versus
equality. Among the authors and schools to be considered are Heraclitus, Taoism, the
Bible, Plato, Descartes, Machiavelli, Kautilya, and Confucius. S. Snowiss. [not offered 2007-08]
155. Anarchist History and Thought. This course provides an introduction to the history
and theory of anarchism. Major theorists covered include Godwin, Bakunin, Kropotkin,
Goldman, and others. The course will also add to materials available online at Anarchy
Archives. D. Ward. [not offered 2007-08]
160. Contemporary Political Thought. This course will introduce students to major
theorists of the 20th century by focusing on trends in democratic theory. Political events
of the 20th century and the advent of new research methods provided major challenges
to previously optimistic views of democracy and the capacity of citizens for selfgovernment.
We will trace the debates that emerged from these events up to current
discussions of what democracy can and should be. [not offered 2007-08]
162. Year 2012: Utopia or Oblivion? The discipline of futurology is only 30 years old but
provides systematic projections and the identification of trends. We will explore the
future from various vantage points: social science, science fiction, philosophy, science,
and pataphysics. These materials are focused on three major questions: (1) What are the
immediate problems we face and how might they be aggravated or ameliorated by
technological advances? (2) What would be the ideal human community? (3) What do
non-ordinary experiences have to teach us about our knowledge of ourselves? S. Snowiss.
[not offered 2007-08]
163. Feminist Theory. An examination of major feminist writers who critique the
contemporary world from various perspectives and are engaged in philosophizing about
new ways of thinking and defining political concepts such as power, authority, the state
and rights as well as the changing determinants of the construction of relationships and
identities. We will critically examine those arguments and their far-reaching
consequences for social organization and politics. PreEnrollment is limited. Prerequisite a
course in GFS or Political Philosophy. Fall, S. Snowiss.
Public Policy
174CH. U.S. Immigration Policy and Transnational Politics. Examines the factors
shaping the size and composition of past and contemporary immigration flows to the
U.S.. Areas examined include the role of economics, social networks, policy and politics
in shaping immigration flows and the process by which immigrants simultaneously
participate in the politics of sending and receiving countries. Spring, A. Pantoja.
176. Environmental Policy. (Formerly Political Studies 166) This course will examine such
environmental policy issues as air and water resources, toxic and hazardous wastes,
energy, and public land. Our concern will be both with the formation of policy and with
the consequences of existing policy. The focus will be national and regional (Southern
California) but we will also examine selected international issues. J. Sullivan/K. Purvis-Roberts.
[not offered 2007-08]
179. Special Topics in Public Policy. [not offered 2007-08]
181/196. Senior Seminar: The Politics of Water. This course will examine policy issues
involved in the supply of water for cities and farms. We will look particularly at the arid
west and at such issues as the pricing of water, the effects of dams, water privatization,
and water quality. Considerable attention will be paid to these issues in California and to
selected international cases. J. Sullivan. [not offered 2007-08]
182. Seminar in Minority Politics. This advanced seminar examines the political
attitudes and behaviors of African Americans, Latinos, Asian Americans, Native
Americans, and homosexuals in the United States. Particular attention is paid to
quantitative research and analysis, though the contributions of qualitative scholarship are
considered. A. Pantoja. [not offered 2007-08]
183. Welfare State in Comparative Perspective. This course will examine the origins and
contemporary development of welfare states in industrial democracies. Particular
attention will be paid to the role of ideologies in shaping welfare states. Liberal,
conservative, socialist, feminist, and Christian/religious social thought will be covered.
Country cases to be examined will reflect student interest, but will include the U.S.,
Britain, Germany and Sweden. N. Boyle. [not offered 2007-08]
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184. Science, Technology, and Politics. A treatment of issues raised by developments in
science and technology and their consequences for citizens, communities, countries, and
the global order. American science and technology policy processes are examined in some
detail and compared with those in other countries. Policy case studies examine topics
such as the humane genome project, genetically modified foods, information and
communication technologies, the AIDS pandemic, and global warming. T. Ilgen.
[not offered 2007-08]

216 POLITICAL STUDIES
POLITICAL STUDIES
Political Studies and Interdisciplinary Approaches
Envs 90. Economic Change and the Environment in Asia. (See Environmental Studies
90). M. Herrold-Menzies. [not offered 2007-08]
185. Political Psychology. The discipline of political psychology evolved as psychological
theories were employed in the analysis of the political process. Today the discipline
includes how political processes impact psychological functioning. This course surveys
the foundations of political psychology including group dynamics and decision-making,
gender differences in cognitive and political behavior, authoritarianism, Machiavellianism,
violence and aggression, psychohistory, and the analysis of belief systems. Prerequisite:
Political Studies 10 or Psych 10 recommended, but not required. Fall, D. Ward.
186. Contemporary Political Psychology. The course focuses on political psychology
research over the past decade. Topics include social dominance orientation,
authoritarianism, emotion and politics, political communication, gender and politics,
public opinion, political socialization and leadership. D. Ward. [not offered 2007-08]
187. The History and Politics of World Soccer. [also History 187] This course surveys the
history and politics of world soccer. We will see how culture, politics and history play
themselves out upon the stage of stadium and field, from fascist Italy to visionary
Uruguay to indomitable Cameroon. We will see how the World Cup has become a
catalyst for political and cultural debate, and how it has made, and destroyed, political
regimes. And we will try to understand the game as others, in different times and places.
N. Boyle/A. Wakefield. [not offered 2007-08]
189. Special Topics in Interdisciplinary Approaches to Political Studies.
[not offered 2007-08]
190. Senior Seminar: The Political Economy of Globalization in the Third World. L.
Tongun. [not offered 2007-08]
191. The Political Economy of the Inland Empire. This research seminar examines the
politics of economic development in Inland Empire communities as they are affected by
the evolving global, national, and regional economies. California’s Inland Empire
stretches from the Pomona Valley in Eastern Los Angeles County east into San
Bernardino and Riverside Counties. Student research will examine the economic histories
of selected municipalities-Ontario, Pomona, Chino, Fontana, etc…, their current economic
development strategies and the efforts being made to offer better community services to
residents. Students will submit written reports and make oral presentations. T. Ilgen.
[not offered 2007-08]
Orst 192. Negotiating Conflict. (See Organizational Studies 192.) Fall, K. Rogers.
194. International Studies Workshop. This course is a workshop for students applying
for fellowships to undertake international research and teaching. Focused primarily on
the Fulbright, the workshops will guide students through the development of proposals,
personal statements and other items required for proposals. Students may take the course
for credit or audit it. The course will operate in the first seven weeks of the semester.
Each week there will be a 3-hour class and 3 hour lab. Fall, N. Boyle.
Courses for Seniors
195. Senior Seminar: The Politics of Global Poverty. Explores historical and
contemporary debates about how best to reduce global poverty. Examines Millennium
Development Goals and assesses programs in achieving those goals. Following common
reading, students conduct original research, make oral presentations and write major
research paper. Fall, T. Ilgen.
196. Women in Politics. This course treats the role of gender in politics and policy
making in the United States. Topics include women’s movements and developments in
women’s rights, women’s political behavior including attitudes, voting patterns and
campaign strategies, women as political office holders, how women approach policymaking,
and how certain policies differentially affect women. Spring, R. VanSickle-Ward.
197. Science, Politics and Alternative Medicine. [also IIS 113] This seminar will study
healing practices from around the world. It will include three aspects: 1) the
philosophical, historical, and political dimensions; 2) the local knowledge and theories of
healing and illness in four traditions-Amerindian and Chinese and two from among the
following: Mayan, African, Santeria, Curindera, Brazilian spiritualists, etc.; and 3) a
review of the clinical efficacy of these complementary and alternative medicines provided
by the Western biomedical sciences, as well as their political acceptance within the U.S.
Spring, S. Snowiss.
199. Senior Thesis. Students who choose to write a senior thesis must present a proposal
or paper to the Political Studies/Economics Field Group at the end of the prior semester
for approval. Students will work closely with their faculty thesis advisers. Prerequisites: a
senior seminar in Political Studies and field group approval. Staff.
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218 PSYCHOLOGY
PSYCHOLOGY
PSYCHOLOGY
Pitzer Advisers: M. Banerjee, H. Fairchild, A. Jones, J. Lewis, L. Light, D. Moore, N.
Rodriguez, R. Tsujimoto.
Requirements for the Major
Majors in Psychology must meet the following requirements either through satisfactory
completion of regular course work (normally at one of the Claremont Colleges) or
through other means approved by the Psychology faculty:
A. An introductory course: Psychology 10 or the equivalent.
B. A statistics course: Psychology 91 or the equivalent. Psychology 91, designed
for Psychology majors, should normally be completed by the end of the
sophomore year.
C. History and Systems of Psychology: Psychology 190 or the equivalent should
normally be taken at the end of the junior or senior year. At minimum, one
course from Group A and one course from Group B must be taken prior to
Psychology 190.
D. Seven or more additional courses in Psychology which satisfy the following
criteria:
(1) At least two of the seven courses must be from Group A (listed below) and at
least two must be from Group B (listed below).
(2) One of the seven courses must be a laboratory course (not including
Psychology 112, Research Methods). It is recommended that students fulfill the
laboratory requirement well before their senior year.
(3) One of the seven courses must be either a course that offers experiences
within field settings (such as an internship), a research methods course, or a
second laboratory course. Criteria 2 and 3 are designed to highlight the
application of knowledge and the techniques used to acquire knowledge in
Psychology.
(4) One of the seven courses must deal with the perspectives of different groups
of people whose voices have not traditionally been represented in “main
stream” Psychology. Such groups include women, people with various ethnic
backgrounds, the economically disadvantaged, persons with disabilities, and
many others.
(5) One of the seven courses must be a seminar. Seminars are normally taken
during the student’s senior year. Students may obtain from their academic
advisers a list of courses fulfilling each requirement at the beginning of each
academic year.
Courses offering labs: Psychology 102, 104, 109, 110, 111, 154, 183.
Group A courses: Comparative, memory, learning, motivation, perception, physiological,
and psycholinguistics. Courses offered at Pitzer College that fall into these areas are
Psychology 95, 101, 102, 111, 114, 125, 148, 154, 188, 192, 193 and 199.
Group B courses: Developmental, personality, social, and clinical. Courses offered at
Pitzer College that fall into these areas are Psychology 12BK, 70, 103, 104, 105, 107, 109,
110, 117, 122, 132, 135, 145, 153, 165, 171, 173, 177, 178, 181, 182, 183, 184, 185, 186, 187,
188BK, 194, 195, 197, and 198; Anthropology 75; Political Studies 185 and 186.
Courses offering field setting experience: Psychology 105, 165, 178, 186, and 187.
Combined Major: Students electing a combined major that includes Psychology must
meet requirements A-D above but only five middle or upper level courses in Psychology
are needed. All distribution requirements outlined under requirement D remain
obligatory for students seeking a combined major.
Honors: During the spring semester of the junior year, the Psychology faculty may invite
selected students to submit a research proposal for a senior thesis. Criteria for selection
include an overall GPA of 3.5, a Claremont Colleges Psychology courses GPA of 3.5, and
successful completion of Psychology 91 and one laboratory course in Psychology prior to
the fall semester of the senior year. At the end of the fall semester, students in Psychology
112 will be expected to present pilot data to the psychology faculty and will be continued
in the Honors Program only IF the quality of the data and presentation is acceptable. In
addition, students must pass Psychology 112 with a B or better to receive a
recommendation from the psychology faculty to continue. The student must then enroll
in Psychology 191, Senior Thesis in Psychology in the spring semester of the senior year.
Students engaged in senior thesis research are expected to be on campus during the
entire senior year. Students who may be eligible for senior thesis research and who are
interested in semester abroad experiences should plan to take these prior to the senior
year. Students who complete an acceptable senior thesis may be considered for
graduation with honors in Psychology, provided that their academic performance
continues to meet the aforementioned criteria.
AP Credit: Normally, students can place out of Psychological Statistics only IF they have
both received a score of “4” on the AP Statistics Test and passed a Psychological Statistics
course final exam. Students should contact faculty members teaching Psychological
Statistics in order to make arrangements to take the exam.
219
Students considering graduate work should consult with their advisers about courses
that are necessary or advisable in addition to the requirements, to be done no later than
the fall of their junior year. It is strongly recommended that students considering
graduate work engage in the ongoing research projects of faculty members in Psychology.
Joint BA/MA Accelerated Degree Program in Psychology
The accelerated degree program is designed to be completed in one year beyond the BA
degree. Students in the program must enroll at Claremont Graduate University for at
least 32 units. Ordinarily students in the accelerated program will begin taking graduate
courses in their Senior Year. CGU will grant up to 16 units of graduate credit (the
equivalent of four full Pitzer courses) for advanced undergraduate course work at Pitzer
College. To complete the accelerated MA degree in one year, students must complete at
least 8-units of graduate credit at CGU during their Senior year at Pitzer. Ordinarily this
would include one core course and either 4-units of statistics or methodology courses.
Specific requirements for this program can be obtained from a member of the Psychology
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220 PSYCHOLOGY
PSYCHOLOGY
Course Descriptions
10. Introduction to Psychology. The purpose of the course is to introduce the student to
psychology as it developed from a nonscientific interest to a scientific approach to human
behavior. Special attention will be given to some of the major systems, issues, and
methods involved in contemporary psychology. Students will be expected to serve as
participants in experiments. Enrollment is limited. Not open to cross-registration. Fall, M.
Banerjee, D. Leland, D. Moore; Spring, T. Borowski, D. Moore.
12BK. Introduction to African American Psychology. (Also Black Studies 12BK) This
course provides an introduction to African American Psychology. It includes
perspectives, education, community, life span development, gender and related issues.
The course emphasizes the critical examination of current research and theory. Students
are expected to contribute orally and in writing. Spring, H. Fairchild.
Anth 70. Culture and the Self. (See Anthropology 70) C. Strauss. [not offered 2007-08]
Anth 75. Cognitive Anthropology. (See Anthropology 75) C. Strauss. [not offered 2007-08]
91. Psychological Statistics. A pragmatic introduction to experimental design, collection,
and analysis of data in contemporary psychological research. Descriptive and inferential
statistics will be covered. Use of computer programs for data analysis will be
emphasized. Intended for Psychology concentrators. Cross-registration by permission of
instructor only. Prerequisite: Psych 10 or permission of instructor. Enrollment is limited.
Fall/Spring, L. Light.
92. Introduction to Research Methods. This course provides an overview of issues
related to the conduct of psychological inquiry. Topics to be covered include
measurement, research design (observational, experimental, and survey approaches), and
research ethics. Psychology 92 is designed to be taken after Psychology 91 and is wellsuited
for sophomores. This course does not replace Psychology 112, which must be taken
by seniors carrying out thesis projects. Prerequisites: Psychology 10 and Psychology 91.
[not offered 2007-08]
Bio 95. Foundations of Neuroscience. (See Science: Biology 95.) Spring, N. Copp, Staff.
101. Brain and Behavior. This course provides a basic introduction to the biological bases
of human and animal behavior. Topics include: how environmental information is
detected, transduced, and processed by the central nervous system; the physiological
bases of learning and memory, emotions, drugs, and consciousness. Prerequisite:
Psychology 10 or permission of instructor. Enrollment is limited. Fall/Spring, D. Leland.
102. Memory. This laboratory course provides an introduction to the study of human
memory, with emphasis on the nature of mental structures and processes underlying
memory in everyday life. Topics to be covered include autobiographical memory,
eyewitness testimony, amnesia, and memory changes in childhood and old age.
Prerequisites: Psychology 10, Psychology 91. Enrollment is limited. Spring, L. Light.
103. Social Psychology. We will examine major areas in social psychology such as
attitudes, aggression, conflict, person perception, small group processes, and
interpersonal attraction. Spring, J. Lewis.
104. Experimental Social Psychology. An examination of experimentally-based
approaches to social psychology and the conclusions derived from research related to a
variety of major questions in this field. This class will present a critical review and
evaluation of contemporary work and discuss the connection between experimental
findings and other work within and outside the discipline. Prerequisites: Psych 10, Psych
103 or 104, and Psychology 91. Enrollment is limited. Fall, H. Fairchild.
105. Child Development. Evidence pertaining to the development of the child is
examined and discussed in relation to selected theoretical formulations. Facets of the
child’s cognitive, social, emotional, and personality development are included.
Prerequisite: Psychology 10. Enrollment is limited. Fall, M. Banerjee.
107. Personality. This course will provide an introduction to the major theories of
personality. We will trace the development of personality theories beginning with Freud’s
theory of psychoanalysis and concluding with recent developments in the field of
personality psychology. Prerequisite: Psychology 10. Fall, F. Vajk.
108. Drugs: Brain, Mind & Culture. This course explores how psychoactive drugs
interact with the brain/mind and culture. Topics include drug use history and policy,
pharmacology, neurotransmitter systems, placebo effects, addiction, and a
biopsychosocial survey of commonly used and abused substances. Prerequisite: Psych 10
required; Psych 101 recommended but not required. Spring, D. Leland.
109. Laboratory in Social Development. The goal of this course is to expose students to
recent works in social and emotional development, and to teach students about the
unique methodological and ethical issues involved in conducting research in this area.
Students will be designing and carrying out independent research projects as part of the
course requirements. Prerequisites: Psychology 10 and 105. Enrollment is limited.
M. Banerjee. [not offered 2007-08]
110. Experimental Child Psychology. This is a laboratory course in child development.
The topics to be studied range from cognitive development to socioemotional
development. The goal of the course is to expose students to seminal works in child
development, and to teach students about the unique research designs, methodologies,
and ethical concerns related to child development research. Students will have hands-on
experience using different research techniques, and in designing and conducting
independent research projects. Prerequisites: Psyc 10; Psyc 91. [not offered 2007-08]
111. Physiological Psychology. This course is designed to provide students with a
sophisticated understanding of neuroanatomy and neurophysiology and their
relationship with behavioral function. We will also be addressing such issues as the
organization and activation of mammalian sexual behavior, sleep regulation, nutrition,
and auditory processing. Prerequisite: Psych 101 or Neur 95. Enrollment is limited. Fall,
T. Borowski.
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222 PSYCHOLOGY
PSYCHOLOGY
112. Research Methods. This course acquaints students with the principles and methods
of scientific research in the field of psychology. Theoretical concerns underlying all
research, specific designs used in laboratory and field settings, and data analysis
techniques will be discussed. This course is intended for seniors who are interested in
furthering their knowledge concerning research methodologies; it is required of seniors
working on an honors thesis. Enrollment by instructor’s permission. Prerequisites:
Psychology 10, Psychology 91, and one prior laboratory course. Enrollment is limited.
Fall, L. Light.
114. Human Neuropsychology. This course offers an introduction to the relationships
between brain and behavior in human beings, emphasizing the neurological bases of
cognition and emotion. Clinical disorders such as aphasia, amnesia, epilepsy, depression,
and dementia will be discussed. Prerequisite: Psychology 10. Enrollment is limited.
[not offered 2007-08]
116. Children at Risk. This course will examine topics such as the risks posed to
development by poverty, homelessness, parental mental health issues, domestic violence
and abuse. We will also study ways to support resiliency in children in the face of thee
concerns. Students will be carrying out internships with related community agencies in
Ontario that focus on children and families. Prerequisite: Psych 10. [not offered 2007-08]
117. Children and Families in South Asia. The main focus of this course is on the nature
of child development and familial relations in the South Asian context. Topics will
include family structure, childrearing patterns and philosophies, sibling relationships,
and the development of gender roles. The impact of social, political, and economic forces
on children and families will also be discussed. The course is especially recommended for
students going to or returning from study abroad in South Asia. Enrollment is limited.
M. Banerjee. [not offered 2007-08]
125. Developmental Cognitive Neuroscience. This course will focus on illuminating
human development, using evidence obtained in studies of humans, animals, and
connectionist networks. In particular, we will focus on cognitive, perceptual, and
behavioral development from conception through the acquisition of language, and we
will use information obtained using psychobiological and computational techniques to
understand these changes. Prerequisite: Psychology 91, Psychology 101, Psychology 105.
Enrollment is limited. Spring, D. Moore.
130. Monkey Business: Controversies in Human Evolution. (Also Philosophy 130). Ever
since Darwin first posited a plausible mechanism for evolution, scientists and nonscientists
alike have used his ideas to support their own concepts about the nature of
human nature. In class, we will examine the history, concepts, and philosophy behind
Darwin’s ideas, exploring in the process the fields of sociobiology, cognitive psychology,
and primatology, among others. We will also consider the relationship between
development and evolution as we attempt to build an understanding of Darwin’s
mechanism that is free of the confused notions that have become attached to it over the
years. Prerequisites: A college-level course in at least one of the following three areas:
psychology, philosophy, or biology, or permission of the instructor. D. Moore/B. Keeley.
[not offered 2007-08]
132. Intercultural Communications. This course investigates aspects of communication
between individuals, groups, and organizations from different cultures, with a special
focus on problems encountered when sojourning and upon one’s return home.
Theoretical views of communicative behavior and its role in cultural identity will be
discussed, followed by an examination of topical issues within this growing field.
Enrollment is limited. J. Lewis. [not offered 2007-08]
Orst 135. Organizational Behavior. (See Organizational Studies 135.) Spring, J. Lewis.
Orst 145. Small Group Processes. (See Organizational Studies 145.) J. Lewis.
[not offered 2007-08]
148. Neuropharmacology and Behavior. This upper-division course will begin with a
review of basic pharmacological principles, including such topics as the determinants of
effective drug action at a receptor site; routes of administration, absorption, lipid
solubility, catabolism, and the Blood Brain Barrier. We will also discuss fast and slow
transduction mechanisms with emphasis on second messengers. Finally, this course will
review what is known about the neurochemical bases of disorders such as schizophrenia,
depression, mania, and autism. Prerequisite: Psychology 101or Neuro 95. Enrollment is limited.
Fall, T. Borowski.
153. The Socialization of Gender: A Developmental Perspective. This course will focus
on the way in which children come to be aware of, and socialized into, specific gender
roles. The course will address the way in which social institutions, the cultural context,
parents/family members, and peers act as socializing influences. Specific topics to be
covered include parent-infant, parent-child interactions, the development of gender
identity, cross-cultural differences in gender roles, and the perspectives of various
psychological theories. In addition, research on the differential socialization of males and
females in the following areas will be examined: emotional development, friendships,
need for achievement (particularly mathematics), moral understanding, reasoning, and
body image. Prerequisite: Psychology 10, Psyc 105. Enrollment is limited. M. Banerjee.
[not offered 2007-08]
154. Cognitive Development. Recent years have seen an explosion of theoretical and
empirical advances that have revolutionized ideas about children’s thinking. This course
will trace the evolution of these ideas, from Piaget through the information processing
approach to cognitive development. Prerequisites: Psychology 10 and Psychology 105.
Enrollment is limited. D. Moore. [not offered 2007-08]
157. Psychology of Women. We will be exploring topics relating to the psychology of
women in gender role socialization, psychological development, achievement behavior,
language, victimization of women, and psychological disorders and their treatment.
Prerequisites: Psychology 10 and Psychology 105 or 107. Enrollment is limited.
[not offered 2007-08]
Orst 163. Organizational Aspects of Education. (See Organizational Studies 163).
J. Lewis. [not offered 2007-08]
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224 PSYCHOLOGY
PSYCHOLOGY
165. Applied Community Psychology. This course will introduce students to the major
tenets of community psychology. Topics to be examined include: issues concerning
mental health, homelessness, education, person-environment fit, physical environment
stressors, diversity, and empowerment. Students will gain hands-on experience by
interning at mental health facilities, educational settings or other related agencies.
[not offered 2007-08]
171. Research in Latino Psychology. This course will focus on theoretical and conceptual
issues underlying research on Latino populations. A special emphasis will be placed on
examining the role of acculturation on the psychological adjustment of Latinos. This
course is intended for students who wish to further their research skills in the area of
Latino psychology. Prerequisite: Psych 10 and 91. N. Rodriguez. [not offered 2007-08]
173AA. Asian American Mental Health Students will be required to do a four-hour per
week internship working with Asian Americans. The course integrates information from
psychology and the other social sciences on a variety of issues related to Asian American
mental health, psychotherapy and drug therapy. The internship, readings, lectures and
class discussions are intended to increase the student’s understanding of these issues and
her/his ability to analyze and synthesize both quantitative and qualitative information.
Enrollment limited to 25. Prerequisite: Psyc 153, Asian American Psychology (Pomona).
R. Tsujimoto. [not offered 2007-08]
175. Cognitive Neuroimaging Seminar. In this senior seminar we will examine how
brain imaging methods (e.g., EEG and fMRI) are used to study aspects of cognition, such
as attention, language, decision-making, and emotion, as well as clinical disorders, such
as schizophrenia and addiction. Prerequisite: Psych 101 or permission of the instructor.
Spring, D. Leland.
177a. Seminar in Human Communication Theories. Communication is one of the
fundamental aspects of human nature, and this course will explore many facets of this
ability. Current research and theory in the field will be discussed, and a variety of
participatory exercises will be used to highlight important issues in human interaction.
Prerequisites: Psychology 10 and 103. Enrollment is limited. J. Lewis. [not offered 2007-08]
177b. Seminar in Nonverbal Communications. A review of theoretical and empirical
work on the role of paralinguistic and kinetic behaviors as they occur in the context of
human interaction. Primary focus will be on the psychological aspects of this research,
but broader sociological and cultural concerns will also play a large role in the course.
Prerequisites: Psychology 10 and Psychology 103 or 104. Enrollment is limited. J. Lewis.
[not offered 2007-08]
177c. Seminar in Organizational Communication. This seminar investigates aspects of
communication within organizational systems, with a special focus on psychological
characteristics, relationship dynamics, and the impact of changing technologies.
Theoretical views of communicative behavior will be discussed, followed by an
examination of topical issues within this growing field. Enrollment is limited.
Prerequisite: Psychology 135 or permission of instructor. J. Lewis. [not offered 2007-08]
178. Applied Asian American Psychology. An integration of theoretical, empirical and
practical aspects of Asian American psychology. Students do supervised internships in
community settings which serve Asian Americans. The internship, the class discussions,
and the lectures foster an appreciation of psychological principles and of the diversity of
Asian Americans. Enrollment is limited. Prerequisite: Psychology 153, Asian American
Psychology (Pomona). S. Goto (Pomona) and R. Tsujimoto [not offered 2007-08]
225
179. Forensic Psychology. This course is designed to provide an overview of the field of
Forensic Psychology. Topics to be addressed include the nature and role of psychological
consultation and testimony. Specific areas include the use of psychological interview and
testing, criminal responsibility evaluations, competency determinations, death penalty,
child custody, disability and personal injury. Actual cases and materials will be presented.
Sample topics include arguments for and against the death penalty, history of the death
penalty, insanity defense, malingering, child custody, recovered memory syndrome, sex
offenders and rehabilitation. J. Lantz. [not offered 2007-08]
180. Study of Lives. This course will introduce students to the process of conducting an
in-depth analysis of an individual’s life across time. Students will conduct extensive
interviews with one person n an attempt to understand the complexity and uniqueness of
that person’s life and to describe and explain patterns of behavior. Prerequisites:
Psychology 10 and Psychology 107. Fall, N. Rodriguez.
181. Abnormal Psychology. This course examines the causes, assessment, and treatment
of various kinds of psychological problems. The course emphasizes the importance of
scientific research for informing the real-life treatment decisions that each student will
definitely someday be involved in—decisions regarding the mental and medical health of
themselves and their loved ones. Prerequisites: Psychology 10, and one additional
psychology class. Enrollment is limited. Spring, R. Tsujimoto.
182. Special Topics in African American Psychology. This course explores a variety of
contemporary issues in African American psychology. Specific subject area varies from
year to year. In 2001, the course focuses on health issues, with an emphasis on HIV?AIDS
in Botswana and Black America. H. Fairchild. [not offered 2007-08]
183. Ethnic Psychology Laboratory. This laboratory course examines the role of race,
ethnicity, and culture in psychological research. Emphasis will be placed on
understanding the primary theoretical and conceptual issues underlying this body of research,
and in designing and conducting independent research projects. Enrollment is limited.
N. Rodriguez. [not offered 2007-08]
184. Culture and Diversity in Psychology. This seminar will expose students to the role
of race, ethnicity, and culture in psychology. Emphasis will be placed on understanding
the relative experiences of the major racial/ethnic groups living in the U.S. Enrollment is
limited. Prerequisite: Psychology 10. N. Rodriguez. [not offered 2007-08]
Post 185. Political Psychology. (See Political Studies 185.) Fall, D. Ward.
Post 186. Contemporary Political Psychology. (See Political Studies 186.) D. Ward.
[not offered 2007-08]

226 PSYCHOLOGY
PSYCHOLOGY
186, 187. Internships in Psychology. This course involves supervised experience in the
application of psychological knowledge in real-world human service settings. Examples
include settings focused on: mental health, substance abuse, regular or special education,
rape and sexual abuse, and domestic violence. Students may enroll for either half-course
or full-course credit, and may enroll for either one or two semesters. The course may be
used to fulfill Pitzer’s social responsibility requirement. Prerequisites: Psychology 10 and
two additional Psychology courses. Enrollment is limited. Fall/Spring, R. Tsujimoto.
188. Seminar in Physiological Psychology. This class will explore how factors including
the brain, genetics, appetite, exercise, nutrition, and metabolism interact in the process of
body weight regulation. Prerequisite: Psych 111 or permission of instructor. Enrollment is limited.
[not offered 2007-08]
188BK. Seminar in African American Psychology. Critically examines contemporary
literature in African American psychology. Emphasizes the ideas of leading theorists (e.g.,
Na’im Akbar, Wade Nobles, Linda Myers) and the research literature on contemporary
problems (e.g., teen pregnancy, gangs). Reading, writing and speaking intensive.
Prerequisites: Psychology 10 and Psychology 12BK. Fall, H. Fairchild.
189. Ethical Issues in Psychology: Research, Application, Practice. In this course we will
discuss ethical issues in psychological research, application, and practice. Topics to be
covered include the ethical treatment of human and animal subjects, scientific
misconduct, and the relationship between therapist and client. We will also be concerned
with the ways in which social values affect the selection of “suitable” research areas.
Half-course. Must be of junior or senior standing. L. Light. [not offered 2007-08]
190. History and Systems in Psychology. A study of trends in theory and methodology
as evidenced in schools of thought in psychology and in the work of major figures, and
the development of psychology as a field. Prerequisites: Two upper division psychology
courses (one from group A and one from group B). Enrollment is limited. Fall/Spring,
J. Lewis.
191. Senior Thesis in Psychology. Selected seniors will be invited to conduct research
and to prepare a thesis. Staff.
192. Seminar in Psychology of Aging. In this seminar, we will explore recent
developments in the psychology of adulthood and aging. Topics include images of aging
and aging stereotypes in cross-cultural perspective, changes in cognition in normal aging
and Alzheimer’s disease, emotion and aging, and technology and aging. Prerequisites:
Psychology 10, Psychology 91 and a course in cognition or neuroscience. L. Light.
[not offered 2007-08]
194. Seminar in Social Psychology. This seminar examines current issues in social
psychology with an emphasis on personal and social problems. An emphasis is on oral
presentations and writing. Prerequisites: Junior or senior standing, major in psychology,
and psychology 10 (or permission of instructor). Psychology 103 or 104 preferred.
Enrollment is limited. H. Fairchild. [not offered 2007-08]
195. Seminar on Emotional Development. This course covers a broad range of issues in
emotional development. Topics include: theories of emotion, biological/physiological
aspects of emotions, emotion perception, emotion regulation, gender differences,
socialization of emotions, and cross-cultural differences. M. Banerjee. [not offered 2007-08]
227
197. Seminar in Clinical Psychology. For students interested in professions such as social
work and clinical psychology. Focus is on preparing students for good career decisions by
providing pro and con information about clinical psychology, and to a lesser extent,
about the other helping professions. Emphasis on treatment and assessment approaches
that are supported by scientific research. Prerequisite: Psych 181 or instructor’s
permission. Enrollment limited to Pitzer juniors and seniors only. Fall, R. Tsujimoto.
198. Seminar in Personality. This seminar will examine a variety of original works by
major personality theorists. Current and controversial issues in personality research will
also be examined. Enrollment is limited. Prerequisites: Psychology 10 and Psychology
107. N. Rodríguez. [not offered 2007-08]
199. Seminar in Child Development. The topic for this year will be development in the
first 18 months of life. Students in this seminar will be expected to read current and
seminal journal articles as a means of examining controversial areas in the field of infant
development, such as imitation, attachment, intersensory functioning, memory, and
temperament. Intended primarily for seniors. Prerequisites: Psychology 91 and 105.
Enrollment is limited. Fall, D. Moore.

228 RELIGIOUS STUDIES
RELIGIOUS STUDIES
RELIGIOUS STUDIES
The major in Religious Studies is a cooperative program offered jointly by Claremont
McKenna, Harvey Mudd, Pitzer, Pomona, and Scripps Colleges. The program of study is
designed to serve both as one focus of a liberal arts education and as a foundation for
students planning to pursue the study of religion beyond the baccalaureate degree,
whether in academe or the ministry. Students may enroll in Religious Studies courses
offered at any of the undergraduate colleges, and advanced students may with
permission, enroll in master’s-level courses in their area of specialization at Claremont
Graduate University.
While offering a broadly based and inclusive program in the study of religion for all
liberal arts students, the Religious Studies major affords the opportunity for more
specialized work at the intermediate and advanced levels in particular historic religious
traditions, geographical areas, philosophical and critical approaches, and thematic and
comparative studies..
The Department of Religious Studies recognizes the importance and legitimacy of
personal involvement in the study of religion, but it does not represent or advocate any
particular religion as normative. Rather, the aim is to make possible an informed
knowledge and awareness of the fundamental importance of the religious dimension in
all human societies—globally and historically. In addition to preparing students for
graduate study in religion, the multidisciplinary nature of the major affords students
intellectual training to enter a variety of fields and careers. Recent graduates are, for
example, in schools of law, medicine and business. Others have careers in management,
journalism and the media, college administration, primary and secondary education,
government, and health and social services.
Pitzer Advisers: J. Parker.
Requirements for the Major
The Religious Studies major consists of 10 courses, including one introductory course,
four courses in a specialized field, two integrative courses, two elective courses outside
the specialized field, and a senior thesis.
Language study appropriate to the specialized field and a period of study abroad when
possible are strongly encouraged.
Specialized Fields of Study. The following fields of specialized study are offered to
Religious Studies students. Abbreviations used in the course listings are indicated in parentheses.
Historical Religious Traditions I, Asian (HRT I); Historical Religious Traditions II,
Western (HRT II); Philosophy of Religion, Theology and Ethics (PRT); Contemporary and
Women’s Studies in Religion (CWS)
Requirements for the Major in Religious Studies. The Religious Studies (RLST) major
encompasses both breadth and depth of study. Major requirements are:
229
1. One introductory course selected from Religious Studies 10 through 99.
2. Four courses in a specialized field at intermediate and advanced levels.
3. Two integrative courses: Religion 180 and Religious Studies 190. It is recommended
that 1809 be completed prior to the senior year.
4. Two elective courses in Religious Studies outside the specialized field.
5. Religion 191 (Senior Thesis).
Requirements for a Minor in Religious Studies: To complete a minor, a student must
complete three courses in one of the specialized fields; two courses in a second
specialized field (only one of these five courses may be at the introductory level); and 180.
Students may petition the chair of the department to take a specific major or minor
course on a P/NC grading option. Students may also petition the chair to receive credit
for Religious Studies coursework or project work completed during study abroad programs.
NOTE: To verify courses offered 2007-08, please see course catalogue for each college or
check with current schedule of classes.
10. Introduction to Asian Religious Traditions. .Historical study of major Eastern
religious traditions in India, China and Japan. Comparative methodology used to
examine significant themes in each of these religious traditions. Fall/Spring, D. Michon
(CMC) [HRT 1]
15. Myth. This course interrogates the category of myth, and how it has been understood
in ancient and contemporary societies. The course offers a historical survey of various
types of myth and the academic understandings of them. Students apply these models of
understanding to myths from ancient Babylonian, Greek, Australian, Indian, and Native
American traditions. The last part of the course offers a redefinition of myth and asks the
students to apply this to contemporary discourse. Fall, D. Michon (CMC).
16. The Life Story of the Buddha. Studies the making of religious biography through the
example of the historical Buddha Sakyamuni. Critically examines an array of textual and
visual genres consisting of canonical and non-canonical Buddhist texts, visual
manifestations, ritual enactments and film representations. These multiple perspectives
will reveal the significance of the life/lives of the Buddha in the daily religious life of
Buddhist communities. Fall, Z. Ng. [HRT I]
20. The Biblical Heritage. A critical introduction to the Bible, emphasizing comparative
interpretation of the literature in its historical and religious context. Biblical text
supplemented by secondary readings designed to illustrate different modes of
interpretation. Spring, E. Runions (Pomona). [HRT II]
21. Introduction to Judaism: God, Torah, and Israel. A critical survey of Jewish thought
and culture. Through readings from classical Jewish texts, the course explores the variety
of Jewish beliefs and practices, including views about God, the covenant with Israel,
forms of worship, scripture and its interpretation, Jewish law, sacred festivals and rituals,
ethics, the land of Israel, the Diaspora and relations between Jews and non-Jews.
G. Gilbert (CMC). [HRT II]

230 RELIGIOUS STUDIES
RELIGIOUS STUDIES
22. Introduction to Western Religious Traditions. Drawing on historical and
contemporary sources, this course is a study of major Western traditions, including
Judaism, Christianity, and Islam. Comparative methodology used to examine significant
themes and issues in each religious tradition. Staff (CMC). [next offered 2008-09]
37. History of World Christianity. This course explores the history of Christianity from
Jesus to the present, with particular attention to key debates and conflicts over the origins
of Christian doctrine, the canon of Scripture, orthodoxy vs. heresy, the rise of the papacy,
monasticism, scholasticism, mysticism, the Crusades, church-state debates, Catholic-
Orthodox conflicts, Christian-Muslim conflicts, Christian-Jewish conflicts, the
Reformation, missions and colonialism, Protestant denominationalism, Christian
liberalism, fundamentalism, Pentecostalism, liberation theology and key struggles over
indigenization, autonomy and colonialism in Africa, Asia, and Latin America. E. Espinosa
(CMC). [HRT II] [next offered 2008-09]
40. Religious Ethics. How do various world religions accommodate moral reasoning to
their fundamental understanding of the universe? What experiential factors and models
of decision-making are at work in prescribing personal and social conduct In asking such
questions, what do we discover about our own ethical orientation, religious, or secular?
Lecture and Discussion. Fall, S. Portnoff (Pomona) [PRT]
41. Morality and Religion. Introduction to moral theory, e.g., reasoning about moral
obligation and the possibility of its justification, in which the arguments of selected
Jewish and Christian religious ethicists are emphasized. Attention given to the questions
of whether and how moral obligation is religious. Fall/Spring, Staff (CMC). [PRT]
42. The Art of Living. Considers the possibility of a human life itself as a religious
practice of aesthetic creativity. By tracking exemplars in the western tradition in both
literature and theory, investigates the potential for living such a life successfully, the
discipline required to do so, and the hazards that it faces. Spring, D. Smith (Pomona). [PRT]
43. Introduction to Religious Thought. A study of contemporary Judaism and
Christianity in non-theistic as well as theistic theological interpretations. Fall, S. Davis (CMC).
60. Feminist Interpretations of the Bible. Sampling from various literary families of the
Bible, this course will carry out feminist analysis of biblical texts and explore their
feminist interpretations and their political motivations. Through the exploration of
different feminist perspectives, methods, contexts and social locations, the course will
underline how these various factors shape feminist interpretations of the Bible. Fall, Staff
(Scripps). [CWS, HRT II]
80. The Holy Fool: The Comic, the Ugly, and Divine Madness. Themes surrounding the
ridiculous, the repulsive, and the revolutionary will be considered in the light of
conceptual hallmarks of divine madness. As socio-political strategies that signal and
figure forms of decay and death, both comedy and ugliness are the skilled means we will
examine through which holy fool constantly reintroduces us to the contingencies and
discrepancies of the world. Fall, Smith (Pomona). [PRT]
81. Approaches to the Study of Religion. This introductory level course broaches three
basic questions basic to the study of religion: What is the essence of religion? Whit is its
origin? What is its social function? Various theories and traditions will be considered.
Tirres (HMC). [CWS]
Anth 88. China: Gender, Cosmology and State. (See Anthropology 88) Spring, E. Chao (Pitzer)
100. Worlds of Buddhism. An introduction to Buddhism as a critical element in the
formation of South, Central, Southeast, and East Asian cultures. Thematic investigation
emphasizing the public and objective dimensions of the Buddhist religion. Topics include
hagiography, gender studies, soulcraft and statecraft, and the construction of sacred
geography. Fall, Ng (Pomona). [HRT I]
102. Hinduism and South Asian Culture. Explores the main ideas, practices, and cultural
facets of Hinduism and Indian culture. Emphasis on the historical development of the
major strands of Hinduism, from the Vedas to the modern era. Spring, D. Michon (CMC). [HRT I]
103. Religious Traditions of China. Surveys the vast range of religious beliefs and
practices in the Chinese historical context. Examines myriad worlds of Buddhism,
Daoism, and Confucianism, and meets with ghosts, ancestors, ancient oracle bones, gods,
demons, Buddhas, imperial politics. Z. Ng (Pomona). [HRT I] [next offered 2008-09]
104. Religious Traditions of Japan. Surveys the vast range of religious beliefs and
practices in the Japanese historical context. Examines the myriad worlds of Buddhism,
Confucianism, Shinto, and the so-called New Age Japanese religions, and meets with
kami, demons, amulets, charms, mountain worship, the tea ceremony, imperial politics,
the social, and more, all entwined in what became the traditions of Japan. Z. Ng
(Pomona). [HRT I] [next offered in 2008-09]
106. Zen Buddhism. An examination of Zen Buddhism, not as a mystical cult, but as a
mainstream intellectual and cultural movement in China, Japan, and also in the modern
West. Spring, J. Parker. [HRT I]
117. The World of Mahayana Scriptures: Art, Doctrine, and Practice. Examines
Mahayana Buddhist scriptures in written texts and through their visual representations
and the spiritual practices (e.g., ritual, meditation, pilgrimage) they inspired. Doctrinal
implications will be discussed, but emphasis will be on the material culture surrounding
Mahayana scriptures. Prerequisite: Religious Studies 10 (or equivalent), or permission of
instructor. Advanced seminar course. Z. Ng (Pomona). {HRT I] [next offered 2008-09]
119. Religion in Medieval East Asia. Survey the shamanism, Buddhism, Taoism, and
Neo-Confucianism of China, Japan, Korea, and Vietnam during the 10th-15th centuries.
Religious texts and institutions will be examined in the context of socio-historical
transformations, such as changing gender roles, church-state relations, growing merchant
economies, scientific and technological developments, and foreign relations. The course
also emphasizes the religious dimensions of medieval East Asian culture, including
landscape painting and poetry, theater, and artistic and literary theory. Prerequisites:
Religious Studies 10, 100, 103, 104 or 117, or permission of instructor. J. Parker. [HRTI]
[next offered 2008-09]
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232 RELIGIOUS STUDIES
RELIGIOUS STUDIES
120. The Life of Jesus. A survey of the issues surrounding scholarly study of the life of
Jesus. Readings from the gospels, and from ancient, modern, and contemporary
constructions of the life of Jesus. The gospels will be studied with emphasis on their
dating, sources, relationships to each other, literary structure and theological meaning.
Fall, G. Gilbert. (CMC). [HRT II]
121. The Pauline Tradition. An examination of the genuine letters of Paul in their social,
cultural, and religious settings, and later writings, both biblical and non-biblical, from
early Christian literature claiming to represent the though of Paul. Special attention given
to women’s role in Pauline communities and to the impact of Pauline theology on
women’s lives and spiritual existence. Dube Staff (Scripps). [HRT II] [next offered 2008-09]
122. Biblical Interpretation. The first section of the course surveys various forms of
Jewish and Christian biblical interpretation, examining reading strategies and
hermeneutical theories employed by ancient and medieval Jewish and Christian writers.
In the second section, students in the class will engage in a focused study of the book of
Genesis and how interpretations of the fundamental text have shaped Jewish thought
and practice. Staff(CMC) [HRT II] [next offered 2008-09]
123. Christianity in Africa. The inculturation of Christianity in Africa will be examined
through selected studies on the history of Christianity in Africa, including the
independent church movement and the roles of women in the churches. African Christian
theologies and biblical interpretations will also be studied. Staff (Scripps).[HRT II]
[next offered in 2008-09]
IIS 124. Development & Sacred Places. [see International & Intercultural Studies 124].
Spring, B. Burkhart.
124. Myth in Classical and Contemporary Religious Traditions. A comparative analysis
of mythological texts drawn principally from Ancient Near Eastern and Mediterranean
cultures. Emphasis will be placed on the interplay and tension between myth and ritual
with attention to the adaptation of mythological themes in Western drama, literature, and
theology. Staff (Pomona) [HRT II] [next offered 2008-09]
128. The Religion of Islam. Introduction to the Islamic tradition: its scripture, beliefs, and
practices and the development of Islamic law, theology, philosophy, and mysticism.
Special attention will be paid to the emergence of Sunnism, Shi’ism, and Sufism as three
diverse expressions of Muslim interpretation and practice, as well as to gender issues and
Islam in the modern world. Fall, Z. Kassam (Pomona). [HRT II]
129. Jewish and Christian Origins. An examination of the religious, historical, and social
factors which led to the formation of classical Judaism and Christianity. The course will
trace the development of post-biblical texts and traditions which through divergent
interpretations produced the distinctive characteristics of Judaism and Christianity.
Spring, G. Gilbert (CMC). [HRT II]
130. Christian, Muslim, and Jew in Medieval Spain. A history of the Iberian peninsula
and the Maghrib from the third through the fifteenth century. The principal theme of the
course – the interrelationships between Christians, Muslims, Jews, and other peoples
encountered at home and abroad – will be presented within a framework of political
history. K. Wolf (Pomona). [next offered 2008-09]
131.Synagogue and Church. A survey of early synagogues and churches, along with
related examples of Greco-Roman temples and shrines, through their architecture and art
work. The course will explore the contributions archaeological data make to the
understanding of Judaism and Christianity and how each religious tradition physically
and ideologically constructs sacred space. G. Gilbert (CMC). [HRT I] [next offered 2008-09]
IIS 132. Gender and Spiritual Ecology in Native North and South America. [See
International Intercultural Studies 132] Fall, B. Burkhart.
132. Messiahs and the Millennium. Course traces the origins and development of
apocalyptic thought, examines those who have espoused apocalyptic ideas and lead
millennial communities and surveys contemporary responses to the “end of time.”
E. Runions (Pomona). [HRT II] [next offered 2008-09]
136. Religion in Contemporary America. Examines themes and controversies in religion
in American culture since the 1950s. Topics include the changing religious landscape of
America; the civil rights movement; the peace movement; feminism and religion;
separation of church and state; religion and politics, particularly fundamentalism and
compassionate conservatism; and religious terrorism. Staff (CMC). [HRT II, CWS]
[next offered 2008-09]
137. Jewish-Christian Relations. Examines the relations between Jews and Christians
from antiquity to the present; the origins of Christian anti-Judaism; and ways in which
Jews and Christians have thought about the other. We shall attempt to understand what
issues divided the two communities; how theological, social, political and racial concepts
contributed to the development of anti-Semitism; how Jews have understood Christians
and responded to Christian religious and social claims about Jews; and what attempts
have been made throughout history, but particularly since the Holocaust, to establish
more constructive relations. G. Gilbert (CMC). [HRT II] [next offered 2008-09]
138. American Religious History. Examines the role that religion has played in the
history of the United States, and asks students to critically explore how peoples and
communities in various places and times have drawn upon religion to give meaning to
self, group, and nation. Covers a wide range of religious traditions, as well as regional,
denominational, and racial-ethnic dimensions within these groups. Staff (CMC). [CWS]
[next offered 2008-09]
139. Benjamin, Blanchot, Levinas, Derrida: Contemporary Continental Jewish
Philosophy. These philosophers all object to the totalizing nature of the philosophy of
history, which, as they see it, has dominated modern thought. We examine the way they
critique or replace it with a philosophy of language translation, dialogue, writing in
which theorizing arises from the relation of the same and other. Eisenstadt (Pomona).
[PRT, CWS] [next offered 2008-09]
140. The Idea of God: Modern Theologies of Belief. An exploration and assessment of
20th-century European and North American theologians. How do they describe the
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RELIGIOUS STUDIES
human condition? Are their descriptions convincing? Do their ideas of God, religion, and
morality match our own? Are they asking questions we would ask, and do their
responses give expression to our beliefs, religious, or secular? Spring, J. Irish (Pomona). [PRT]
141. The Experience of God: Contemporary Theologies of Transformation. An
exploration and assessment of African American, Asian, ecological, feminist, liberation,
and process theologies. What do these theologies have in common? How do they differ?
Do they speak from our experience? What insights do they have for our pluralistic,
multicultural society? J. Irish (Pomona). [PRT] [next offered 2008-09]
142. The Problem of Evil: African-American Engagements With(in) Western Thought.
Thematically explores the many ways African-Americans have encountered and
responded to evils (pain, wickedness, and undeserved suffering) both as a part of and
apart from the broader Western tradition. We will examine how such encounters trouble
the distinction made between natural and moral evil, and how they highlight the tensions
between theodicy and ethical concerns. Fall, D. Smith (Pomona). [CWS, PRT]
143. Philosophy of Religion. Can God’s existence be proved? Is religious faith ever
rationally warranted? Are religious propositions cognitively meaningful? Can one believe
in a good, omnipotent God in a world containing evil? Readings from historical and
contemporary sources. Spring, S. Davis (CMC). [PRT]
144. Life, Death, and Survival of Death. A study of philosophical and theological
answers to questions about death and the meaning of life. Fall, S. Davis CMC). [PRT]
145. Religion and Science. Examines historical encounters between science and religion
and provides a systematic analysis of their present relationship. Goal is to produce an
appropriate synthesis of science and religion. Readings from ancient, modern, and
contemporary science, philosophy of science, and theology. Evolution, mechanism,
reductionism, indeterminacy, incompleteness, and the roles of faith and reason in science
and religion. Spring, G. Henry (CMC). [PRT]
146. The Holocaust. An interdisciplinary examination of the antecedents, realities, and
implications of the Nazi attempt to exterminate the Jews. J. Roth (CMC). [HRT II]
[next offered 2008-09]
147. Perspectives on the American Dream: Philosophical, Literary, Religious, Historical.
An interdisciplinary examination of American ideals, past and present, as they appear in
theory and in practice. The readings - fiction as well as nonfiction - are by a variety of
important historical and contemporary writers. Staff (CMC). [PRT]. [next offered 2008-09]
148. Sufism. What is the Muslim mystics’ view of reality? How is the soul conceptualized
in relation to the divine being? What philosophical notions did they draw upon to
articulate their visions of the cosmos? How did Muslim mystics organize themselves to
form communities ? What practices did they consider essential in realizing human
perfection. Z. Kassam. [PRT] [next offered 2008-09]
149. Islamic Thought. Examines various facets of Islamic thought with respect to
religious authority, political theory, ethics, spirituality, and modernity. Addresses these
issues within the discussions prevalent in Islamic philosophy, theology, and mysticism,
and, where available, their modern representations. Z. Kassam (Pomona). [PRT].
[next offered 2008-09]
151. Spirit Matters: In Search of a Personal Ecology. An exploration of religious and
scientific ways of knowing. How do they diverge and/or converge? How do their
characteristic assumptions, metaphors, hypotheses, and practices mirror and shape our
experience? How do we imagine and exercise personal agency in a world understood at
once spiritually and scientifically? J. Irish. (Pomona). [PRT] [next offered 2008-09]
153. Religion and American Politics. Explores major debates and controversies in
American religions and politics from the colonial period to the present. Attention will be
paid to debates about the impact of religion on the Constitution, the Bill of Rights, the
Declaration of Independence, African-American and Latino Civil Rights movements, the
Christian Right, Church-State debates, Supreme Court decisions, presidential elections,
religion and political party affiliation and voting patterns, women, religion, and politics,
and Black, Latino, Jewish and Muslim faith-based politics and activism. Espinosa (CMC).
[CWS] [next offered 2008-09]
154. Life, Love, and Suffering in Biblical Wisdom and the Modern World. Examines the
wisdom literatures of the Hebrew bible (Proverbs, Job, Qohelet) in their ancient Near
Eastern and literary contexts, and alongside what might be considered latter-day wisdom
literature, that is, works by 20th-century writers influenced by existentialism (Simone de
Beauvoir, Elie Wiesel, and Tom Stoppard). E. Runions (Pomona). [CWS]
[next offered 2008-09]
155. Religion, Ethics, and Social Practice. How do our beliefs, models of moral
reasoning, and communities of social interaction relate to one another? To what extent do
factors such as class, culture, and ethnicity determine our assumptions about the human
condition and the development of our own human sensibilities? Discussion and a threehour-per-week
placement with poor or otherwise marginalized persons in the Pomona
Valley. Spring, J. Irish (Pomona). [PRT]
156. The Bible in Two-Thirds World. The demography of Christianity, hence Bible
readers, has largely shifted to Two-Thirds World geographical spaces and populations.
This course will study how the Bible is read and how it functions in Two-Thirds World
cultures and struggles. It will explore the lives and interpretations of the Bible in the
Two-Thirds Worlds politics and within the economy of the spirituality of resistance,
reconciliation, transformation, and healing. Staff (Scripps). [CWS] [next offered 2008-09]
157. Post-Holocaust Philosophy. According to some thinkers, the event of the Holocaust
has called into question all of the Western thought that preceded it. In this course, we
examine this claim, focusing on the question of whether, after the Holocaust and similar
contemporary horrors, theology and philosophy must change in order to speak
responsibly. Thinkers taken up include Arendt, Fackenheim, Browning, Bauman,
Spiegelman, Vogelin, Adorno, Jabes, and Levinas. Fall, S. Portnoff (Pomona).
159. Researching the Holocaust. An interdisciplinary, team-taught exploration of
research and reflection on the cutting-edge of current issues and debates surrounding
Nazi Germany’s attempt to annihilate the Jews. In a seminar-style inquiry designed for
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students who want to take their previous Holocaust studies to a more advanced level,
attention focuses on film and internet resources, as well as on recent books and articles.
Prerequisite: Acceptance of application to instructors. Staff (CMC). [CWS]
[next offered 2008-09]
160. Feminist Interpretations of the Gospels. . This course will explore various feminist
interpretations of canonical and non-canonical gospels. It will analyze the gospel texts;
feminist readers of the gospels and their methods of reading, analyzing how these
interact to produce various feminist interpretations. It will also pay attention to feminist
characterization and interpretations of Jesus Christ (Christology) in the gospels. Staff
(Scripps). [CWS, HRT II] [next offered 2008-09]
162. Modern Jewish Thought. Introduces Jewish philosophy in the modern period,
beginning with early modern attempts to define Judaism as against secular society, and
its evolution in contemporary modern and postmodern theories about the role of
dialogue with the other in the formation of the individual. Texts by Spinoza,
Mendelssohn, Hermann Cohen, Martin Buber, and Emmanuael Levinas will be taken up
closely. Fall, S. Portnoff.(Pomona). [CWS, PRT]
163. Women and Gender in the Jewish Tradition. Examines the representation of women
and gender in Jewish tradition and how women from the biblical period to the present
have experienced Judaism. Attention to articulation of these issues in biblical and
rabbinic texts, influence these texts have had on Jewish attitudes and practices, particular
religious activities practiced by women, and opportunities and questions raised by
developments in contemporary Judaism including liturgical revisions and ordination of
women as rabbis. Fall, G. Gilbert (CMC). [ CWS].
164. Engendering and Experience: Women in the Islamic Tradition. Explores the
normative bases of the roles and status of women and examines Muslim women’
experience in various parts of the Muslim world in order to appreciate the situation of
and the challenges facing Muslim women. Spring, Z. Kassam (Pomona). [CWS]
166A. The Divine Body. Examination of the topic in philosophical and mythical texts
from five different religious traditions. For juniors and seniors. Presentations and
discussion. Z. Kassam (Pomona). [CWS, PRT] [next offered 2008-09]
166B. Religion, Politics and Global Violence. Examines the critical intersection of
religious ideology, rhetoric and values to justify acts of violence and calls for peace and
reconciliation in the name of God. Explores case studies that include attention to conflicts
in Europe-Northern Ireland and Bosnia/Serbia; the Middle East-Israel-Palestine and Iraq;
Southeast Asia-Indonesia; the Indian Subcontinent-India- Pakistan; Africa-the Sudan and
Rwanda. Espinosa (CMC) [CWS, PRT] [next offered 2008-09]
IIS 167. Theory and Practice of Resistance to Monoculture. (See International,
Intercultural Studies 167) Fall, J. Parker. [CWS]
168. Culture and Power. Introduces different theories of the relation of culture to power
within and between societies, as well as to such processes as cultural nationalism,
cultural imperialism, and cultural appropriation. Attention will be given to the
interaction of gender, race, class, sexual orientation, religion, nation, and other factors in
the distribution and circulation of power. J. Parker. [CWS] [next offered 2008-09]
169. The Church of the Poor in Latin America. Since the advent of liberation theology,
the church in Latin America has become a deeply fractured institution. A look at the
powerful currents that have swept Catholicism and nourished social movements for
justice “on earth as well as in heaven.”. C. Forster (Scripps). [CWS]. [next offered 2008-09]
170. Warriors, Wives and Wenches. An analysis of women’s stories, experiences and
institutions as portrayed in ancient sacred, historical, classical and novelistic literature.
Identification and comparison of prescriptive, descriptive and imaginative discourses in
the portrayal of women’s activities will enable a reconstruction of fluid categories of
women’s lives in antiquity and their concomitant experiences. Analysis facilitates a
reconstruction of spheres of female activity. Staff (Scripps) [CWS, HRT II]
[next offered 2008-09]
171. Religion and Film. This course employs critical social, race, gender, and postcolonial
theories to analyze the role of religious symbols, rhetoric, values, and worldviews
in American film. After briefly examining film genre,3-Act structure and
screenwriting, the course will explore religious sensibilities in six genres such as
historical epic, action/adventure, science fiction, comedy, drama and politics. Espinosa
(CMC). [CWS]. [next offered 2008-09]
172. Celluloid Bible: Biblical Traces in Hollywood. Examines biblical narratives,
allusions, subtexts and in film for their complicity with, or resistance to, hegemonic
norms with U.S. American society. Spring, E. Runions (Pomona) [CWS, HRT II]
173. U.S. Latino Religions and Politics. Examines the critical impact of religion on Latino
politics and civic activism in the United States. Special attention will be paid to religion
and the Chicano movement, César Chávez’s farmworkers struggle, Reies López Tijerina’s
land grant fight, the Sanctuary movement, and the Elián González controversy. This will
be followed by analyses of how Latino Catholic, Mainline Protestant, Evangelical, and
Pentecostal religious affiliation has shaped trends in Latino political party affiliation,
presidential voting patterns, views on church-state debates, and attitudes on
controversial social and moral issues. Espinosa (CMC). [CWS] [next offered 2008-09]
174. Religion and the American Presidency. This advanced reading and writing seminar
examines the critical impact of religion on the Founding Fathers, the Constitution and the
American presidency through histories, biographies, film, and primary source
documents. Exploration of religious symbols, sensibilities, values and world-views have
shaped the domestic and/or foreign policies of Washington, Jefferson, Madison, Lincoln,
JFK, Carter, Reagan, Bush Sr., Clinton, and Bush Jr. Espinosa (CMC). [CWS]
[next offered 2008-09]
175. Visions of the Divine Feminine in Hinduism and Buddhism. Explores the concept
of the divine feminine in Hindu and Buddhist religious traditions through various
artistic, cultural, social, even political aspects of the feminine which have come to play a
major role in shaping Hindu and Buddhist societies. We will examine the history of the
divine feminine from Vedic times to the present while examining roles such as mother,
237

238 RELIGIOUS STUDIES
wife, lover, prostitute and warrior, along with texts in which the divine feminine is
glorified. Staff (CMC). [CWS] [next offered 2008-09]
Hist 175. Magic, Heresy, and Gender. [See History 175], Spring, C. Johnson.
176. Feminist New Testament Studies in Contemporary Contexts. Current contexts of
globalization, violence, HIV/AIDS, human rights, and multi-religiosity will be studied in
conjunction with Feminist New Testament hermeneutics. Only one or two of these
thematic contexts will be studied each semester. Staff (Scripps). [CWS, HRT II].
[next offered 2008-09]
177. Gender and Religion. This course will look at the ways in which “gender” and
“religion” interact within various historical and cultural contexts to reinforce, contradict,
and also resist traditional notions of gender and religious experience. Attention will be
paid to how religion affects experiences of gender and how gender affects experiences of
religion. Fall, E. Runions. (CMC). [CWS]
178. The Modern Jewish Experience. Focusing on the relationship of Judaism to
contemporary culture, the course takes up such issues as anti-Semitism, assimilation,
Zionism, Jewish self-hatred, feminist Judaism, queer Judaism, and Judaism in
postmodern philosophy. Text read will be drawn from a wide range of genres. Eisenstadt
(Pomona). [CWS, HRT II] [next offered 2008-09]
179. Life Before Death/Life After Death: Aztec, Christian and Islamic Views of
Eschatology. Examines various conceptions of “life after death” and “life before death” in
the Aztec, Christian and Islamic traditions. Asks: 1) What are the traditional conceptions
of life after death in each tradition: 2) What are some of the competing, non-traditional
conceptions of life after death in each tradition? 3) In what ways to these conceptions of
life after death—both traditional and revisionist—give meaning to life in the present?
Tirres (HMC). [PRT] [next offered 2008-09]
179s. Liberation Theology. Looks at one of the most important movements of the 20th
century. Drawing most immediately on German political theology and the great reforms
of Vatican II, Latin American liberation theology stresses that Christianity is not exempt
from political questions—it approaches faith from the perspective of the poor, and it
holds that the Kingdom of God should be made present here and now. Special attention
will be given to the spiritual and aesthetic dimensions of liberation. Tirres (HMC). [CWS,
PRT] [next offered 2008-09]
182. Methods of Biblical Interpretation. This course seeks to introduce students to
biblical methods of interpretation. It will cover historical, literary, sociological, and Two-
Thirds World methods and theories of biblical studies. The course will be ideal for
students who wish to pursue a religious studies major. Staff (Scripps). [CWS, HRT II]
[next offered 2008-09]
183. Pragmatism. Pragmatism is a method of philosophizing that looks at beliefs and
ideas in terms of their practical, social effects rather than in terms of timeless or inherent
truths. Explores both classical and contemporary interpretations of pragmatism, with special
emphasis on questions of religion, race and gender. Tirres (HMC) [PRT] [next offered 2008-09]

240 RELIGIOUS STUDIES
184. Queer Theory and the Bible. Course looks at biblical passages that are central to
prohibitions on homosexuality, as well as passages that can be read as queer friendly.
Texts will be examined through biblical scholarship and queer theory. Spring, E. Runions
(Scripps). [CWS, HRT II]
187. Interpreting Jesus: Global and Gendered Perspectives. The figure of Jesus in the
Gospels attracts the attention primarily of scholars and practitioners, both male and
female, within Christianity, Judaism and Islam and on the meaning and significance of
Jesus and the gospels. Colonial history, globalization, global and national contests for
religious dominance all give impetus to a renewed study of the ancient contests over the
right to authoritative representation of Jesus and to develop new global and gendered
traditions and paradigms for interpreting Jesus. Staff (Scripps) [HRT II] [next offered 2008-09]
Integrative Courses, Independent Study and the Senior Thesis.
180. Interpreting Religious Worlds. Examines some current approaches to the study of
religion as a legitimate field of academic discourse. Provides an introduction to the
confusing array of “isms” encountered nowadays in those debates over theory and
method in the humanities and social sciences that concern the scholarly study of religion.
Spring, D. Smith (Pomona)
190. Senior Seminar in Religious Studies. Advanced readings, discussion, and seminar
presentations on selected areas and topics in the study of religion. Fall, Z. Kassam (Pomona).
191. Senior Thesis. Required of all senior majors in Religious Studies, except for CMC
Senior majors. Normally one course credit, based on one-half credit per semester.
Fall/Spring, Staff (Pomona).
99/199. Reading and Research. A reading program for juniors and seniors. Prerequisite:
Permission of instructor. 99, lower-level; 199, advanced work. Course or half-course. May
be repeated. Fall/Spring Staff. (Summer Reading and Research taken as 98/198).
Cross-Listed Courses:
Anth 88. China: Gender, Cosmology and the State. E. Chao.
Anth 133. Native Americans and Their Environments. S. Miller.
Clas 52a. Elementary Classical Hebrew., Spencer-Miller (Pomona).
Clas 52b. Intermediate Classical Hebrew. Spencer-Miller (Pomona).
Clas 121. Classical Mythology. S. Glass.
Eng 124. Epic and Scripture. A. Wachtel.
Hist 11. The Medieval Mediterranean. Wolf (Pomona).
IIS 167. Theory and Practice of Resistance to Monoculture. J. Parker

242 SCIENCE
SCIENCE
SCIENCE
A joint program with Claremont McKenna and Scripps Colleges.
The Joint Science Program offers courses of study for students interested in enlarging
their understanding of natural phenomena and also courses for students desiring a major
in Biology, Chemistry, Management-Engineering, Physics, Science and Management, or
some interdisciplinary combination of these areas. For example, interdisciplinary majors
in Biology-Chemistry and Biology-Physics are available. Premedical and environmental
emphases through the above majors are two particular strengths of the Joint Science Program.
For students interested in the biological bases of behavior, a major in Neuroscience is
available. This major provides preparation for graduate work in biology, psychology,
neuroscience, as well as preparation for medical school or a profession in the health
sciences. See Neuroscience for major requirements.
In a world of growing scientific and technological complexity, the Joint Science
Department recognizes the need to provide instruction in science for those students not
concentrating in science. Thus, the courses specifically designed to meet the Pitzer
Science Requirement for non-science majors are numbered in the 50s, 60s, and 70s. In
general, courses fulfilling the science requirement:
• Elucidate the nature of science as a process for exploring and understanding the
environment we live in, with particular attention given to understanding when it
is appropriate to apply the scientific method to a problem and when it is not.
• Involve principles of science, which increase understanding of some of the
fundamental concepts of chemistry, physics and/or biology and the manner in
which these concepts interrelate.
• Involve a college-level laboratory experience, which provides practice in
confronting problems that can be analyzed by the scientific method.
• Provide experience in quantitative reasoning and relationships, including basic
mathematical concepts, statistical relationships and work with computers.
• Explore applications of science and technology, which increase understanding of
the relationship between basic science and technology, and how that relationship
has developed and introduce the complexities involved in the application of
science and technology to meet societal needs.
Requirements for the Major in Science
Requirements for a major in Biology, Chemistry, and Physics include an individual senior
research thesis. The senior thesis usually consists of a laboratory project directed by a
member of the Joint Science faculty. The research project is normally initiated in the fall
semester. During the spring semester, project research is culminated and results are
summarized in a written thesis and formal presentation. Seniors meet weekly throughout
both semester to discuss and present reports on their research projects and to hear
lectures by a variety of speakers. Some seniors engage in one-semester library research
projects; these students register for the project during the semester when the thesis is written.
Accelerated Integrated Science Sequence (AISS) 1AL, 1BL, 2AL, 2BL
243
This intensive honors-level course sequence, co-taught by scientists from different
disciplines, provides an integrative approach to the fundamentals of physics, chemistry,
and biology. It is designed for first-year students with broad, interdisciplinary scientific
interests and strong math backgrounds. The sequence will prepare students for entry into
any majors offered by the Joint Science Department*, and provides an alternative to the
standard six-course introductory curriculum (Phys 33-34, Chem 14-15, Bio 43-44). It will
feature computer modeling, seminar discussions, lectures, interdisciplinary laboratories
and hands-on activities. 1A and 1B are designed to be taken concurrently (in the fall
term), followed by 2A and 2B in the spring. Enrollment is by written permission.
(*Students interested in engineering or premed must consult with the engineering or
premed advisers.)
Biology
Biology entails the study of the entire process of life from its beginning, through its
development, reproduction, and to its cessation and decay. Many of the new
developments and discoveries in this dynamic field are the result of interdisciplinary
cooperation between biologists, chemists, physicists, and computer scientists. These
researchers have added considerably to our understanding of the basic principles and
mechanisms of living systems at cellular, molecular, organismic, population, and
ecological levels. Career opportunities for those who major in biology are numerous.
Besides being one of the traditional preparatory fields for those pursuing careers as
health care professionals, Biology is an excellent choice of major for those interested in
secondary education, ecology, or the burgeoning genetic engineering industry. And, of
course, the areas of academic and industrial research are open to those who pursue a
PhD in the discipline.
Courses required for the Biology major:
• Biology 43, 44, or both semester of the AISS course;
• Chem 14, 15 (or Chem 29), or both semesters of the AISS course;
• Chem 116, 117;
• Math 30 (should be taken before Physics);
• Physics 30, 31 (or 33, 34), or both semesters of the AISS course;
• Six (6) advanced courses in biology (including three laboratory courses) chosen in
consultation with the Biology faculty, so as to obtain depth in one area of biology
(e.g., cellular/molecular, organismal, or population-level) or breadth across all
areas, and Biology 190L. Students doing a two-semester thesis normally take
Biology 188L during the fall semester of their senior year. Biology 191, Senior
Library Thesis in Biology, an extensive library research thesis, is required of all
majors in Science not completing Biology 188L or 190L.
Minor: One year introductory biology (usually Biology 43, 44), or both semesters of the
AISS course; one year general chemistry (usually Chemistry 14, 15) or Chemistry 29, or
both semesters of the AISS course; four advanced courses in biology chosen in
consultation with a member of the biology faculty. Must include at least two advanced
courses with laboratory.

244 SCIENCE
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Combined Major: Students wishing to complete a combined major in biology must
complete the following courses: Biology 43, 44, or both semesters of the AISS course;
Chemistry 14, 15 (or Chem 29), or both semesters of the AISS course; five (5) advanced
courses in biology, including at least two laboratory courses; Senior thesis (1 or 2 semesters).
Students wishing to continue their education in biology-related graduate or professional
school programs may need to supplement this basic curriculum with additional course
work in science. Suggested programs are available, and Joint Science faculty should be
consulted for advice at the earliest possible opportunity.
Human Biology: Many fields, including those in the health professions and medical
social sciences, increasingly require training in both the biological sciences and the social
sciences. The Human Biology major is designed to fill this need. Biology courses in such
areas as genetics, evolution, animal behavior, anatomy and physiology are most
appropriate, while courses in the social sciences will depend more heavily on the
student’s career goals. For instance, students interested in ethnobotany might select
courses in plant systematics and cultural anthropology; those interested in physical
therapy would find neurophysiology appropriate; students interested in medicine and
cross-cultural health and healing would take such courses as science, politics and
alternative medicine; sociology of health and medicine; healers, doctors and the brain,
etc. It is expected that the students will formulate a coherent program.
Courses required for the Human Biology major:
• Biology 43, 44, or both semesters of the AISS course;
• Chemistry 14, 15 (or Chem 29), or both semesters of the AISS course;
• Four (4) additional courses in biology; at least three (3) from among courses of the
following types: physiology; evolution, behavior, genetics, comparative anatomy,
ecology. Two of the courses should have a laboratory.
• Option 1: Students who are interested in Human Biology should take seven (7)
courses in appropriate areas from at least two of the following three fields:
anthropology, psychology, sociology. One of these seven courses must be in
biological anthropology. A senior thesis in Human Biology must be completed. A
course in statistics is strongly recommended. All courses are to be chosen in
consultation with Human Biology faculty: Newton Copp, Daniel Guthrie, and
Sheryl Miller.
• Option 2: Students who are interested in medicine and cross-cultural health and
healing should choose seven (7) courses in appropriate areas from at least three of
the following fields: anthropology, psychology, sociology, political studies,
international and intercultural studies. One appropriate practicum or internship
course must be included. A senior thesis in science must be completed. A course
in statistics is strongly recommended. All courses are to be chosen in consultation
with Human Biology Cross-Cultural Health faculty: David Sadava, Sharon
Snowiss, Leda Martins, and Donald Crone.
Molecular Biology: This interdisciplinary major is focused on biology and the physical
sciences, and incorporates a significant amount of mathematics. The major is research
oriented and is designed to prepare students for graduate studies or medical school, as
well as careers in biotechnology and the pharmaceutical industry. For further
information, consult with the molecular biology faculty, Professors Armstrong, Edwalds-
Gilbert, Tang, or Wiley.
Courses required for the Molecular Biology major:
• Biology 43
• Chemistry 14/15 or 29, or both semesters of the AISS course
• Calculus II
• Biology 143 (Genetics)
• Chemistry 116/117 (Organic)
• Biology 173 (½ credit sophomore Molecular Biology Seminar/Lab course)
• Physics 33/34 (recommended) or Physics 30/31, or both semesters of the AISS
course
• Biology 157 (Cell Biology with 143 as pre-requisite or permission of instructor)
• Biology 170 (Molecular Biology with 143 as pre-requisite or permission of
instructor)
• Biology 177 (Biochemistry)
• Chemistry 121 (Physical Chemistry I, Thermodynamics)
• One additional lab course from a defined set of electives or other approved
electives
• Biology 188 and 190 (two-semester thesis)
Organismal Biology: This major provides a research-and-field-oriented background for
students interested in research careers in either physiology or ecology/ evolution and
their allied fields. For further information, consult with the organismal biology/ecology
faculty, Professors, Copp, McFarlane, Preest, or Thomson.
Courses required for the Organismal Biology major:
• Biology 43 and 44, or both semesters of the AISS course
• Chemistry 14 and 15 or 29
• Math 30 (or a new Biomath course)
• Biology 175 (Biostatistics) or equivalent
• Physics 30 and 31, or both semesters of the AISS course
• Biology 120 (Research Tools for Organismal Biology)
Six upper division biology courses, including 3 with lab, at least one from each group
AND at least three from Group 1 or 3:
Group 1:
• Vertebrate Physiology (131L)
• Comparative Physiology (132L)
• Physiological Ecology (166)
• Vertebrate Anatomy (141L)
• Neurobiology (149)
Group 2:
• Genetics (143)
• Biology of Cancer (171)
• Developmental Biology (151L)
• Cell Biology (157L)
• Molecular Biology (170L)
• Cell Cycle and Diseases (158)
• Biochemistry (177)
245

246 SCIENCE
SCIENCE
Group 3:
• Evolution (145)
• Ecology (146L)
• Animal Behavior (154)
• Marine Ecology (169L)
• Tropical Ecology (176)
• Special Topics in Biology:
• Organismal Biology (187b)
Off-Campus Study at an advanced level (OCS courses may substitute for courses in
Groups 1, 2, and 3; approved summer research experience may substitute for OCS by
prior arrangement.) (Off-Campus Study is strongly recommended but not required.)
A one or two semester thesis (Biology 190L or 191; or Biology 188L and 190L)
Chemistry
The student of chemistry examines, describes, and explores the composition, structure,
and properties of substances and the changes they undergo. This curriculum provides a
firm foundation in the principles of chemistry as well as sufficient experience to prepare
the student for basic research, secondary school teaching, the pursuit of a career in
medicine, or graduate study in the field.
Major Requirements—The major in chemistry requires a minimum of 13-15 courses:
• Chemistry 14-15, Basic Principles of Chemistry; or Chemistry 29,
AcceleratedGeneral Chemistry; or both semesters of the AISS course
• Chemistry 116-117, Organic Chemistry
• Chemistry 121-122, Principles of Physical Chemistry
• Physics 33-34, Principles of Physics; or Physics 30-31, General Physics, with
permission of adviser; or both semesters of the AISS course
• Chemistry 126-127, Advanced Laboratory in Chemistry
• Chemistry 128, Inorganic Chemistry
• Chemistry 177, Biochemistry
• Electives: one advanced elective (two halves) in chemistry, biochemistry,
molecular biology, or interdisciplinary electives involving chemical concepts of
techniques, chosen in consultation with the chemistry faculty
• Senior Thesis in Chemistry: chemistry majors must complete one of the
following: Chemistry 190L, Chemistry 188L-190L, or Chemistry 191. For further
information, see “senior Thesis in Science”.
NOTES: Mathematics 31, Calculus II is co-required of Chemistry 121, and mathematics 32,
Calculus III is co-required for Chemistry 122. Additional electives in chemistry, mathematics,
physics and computer science are strongly recommended for all chemistry majors.
Requirements for a Combined Major in Chemistry: A combined major in chemistry
requires seven upper-division courses, in addition to senior thesis. This reduces the load
of a regular chemistry major by two courses. The seven courses must include: Organic
Chemistry 116 and 117, Physical Chemistry 121 and 122, at least one semester of
Advanced Laboratory (either 126 or 127), and either Inorganic Chemistry 128 or
Biochemistry 177. The remaining elective can consist of either a single upper-division
course or two halves. All lower-division courses and prerequisites in other disciplines
(math, physics) must still be met.
247
Biology-Chemistry: This is a combined major at the interface of biology and chemistry
which partially overlaps the requirements for those two individual majors. It is
particularly appropriate for those going on to graduate work and also provides a strong
background for those entering medical, dental, and veterinary school.
Courses required for the Biology-Chemistry major:
• Biology 43, 44, or both semesters of the AISS course; 157, 170, 177;
• Chemistry 14, 15 (or Chem 29), or both semesters of the AISS course; Chemistry
116, 117, 121, 122, 126, 127;
• Physics 30, 31 (or 33, 34); or both semesters of the AISS course
• Mathematics 30, 31;
• Senior Thesis 190L or 191 or 188L and 190L.
Environmental Science: Environmental Science entails the study of the natural environment
and can lead to career opportunities with governmental agencies, environmental
monitoring and consulting organizations, and wildlife conservation groups. Students
should consult with advisers concerning their specific educational and professional goals.
Courses required for the Environmental Science major:
• Biology 43, 44; or both semesters of the AISS course
• Chemistry 14, 15 (or 29); or both semesters of the AISS course
• Statistics (biostatistics preferred);
• Five (5) advanced courses in Biology-these must include Ecology (normally Bio
146), Natural Resource Management, a course in Field Biology, two additional
electives in Biology (chosen in consultation with the faculty adviser); one of the
electives may be substituted by Organic Chemistry; Geology 50 or 130; a one or
two-semester science thesis; a semester abroad or a summer program in a field
ecology is strongly recommended. In addition to the above courses, students
must take one course exploring the relationships between humans and the
natural environment (e.g., Ethnoecology, Environments Workshops, or Native
Americans and Their Environment).
Neuroscience
The major program in Neuroscience requires 16 courses including a core program and
electives drawn from one of two tracks as listed below. Particular combinations of
electives should be discussed with a faculty member in neuroscience. This major provides
preparation for graduate work in biology, psychology, neuroscience, and the health
sciences, although admission to particular graduate programs is likely to require some
additional course work.
Common Core:
• Foundations in Neuroscience (Bio/Psych/Phil 95)
• Introductory Biology with Lab (Bio 43L/44L, or both semesters of the AISS
course; Joint Science, Bio 40/41M, Pomona; Bio 52/54, HMC)
• Cell and Molecular Neurobiology (Bio 161L, Joint Science)
• Introductory Chemistry with Lab (Chem 14L/15L or Chem 29L, or both semesters of
the AISS course, Joint Science; Chem 1a/b, Pomona; Chem 21/22 + 25/26, HMC)

248 SCIENCE
SCIENCE
Cellular and Molecular Track:
Required:
• Organic Chemistry with lab (Chem 116L, Joint Science; Chem 110a, Pomona;
Chem 56/58, HMC)
• Neurobiology (Bio 149, Joint Science; Bio 178, Pomona; Bio 115, HMC)
• Molecular Biology (Bio 170L, Joint Science; Bio 113 and 111, HMC) or Cell
Biology (Bio 157L, Joint Science; Bio 163, Pomona) or Biochemistry (Chem 177,
Joint Science; Chem 182, HMC; Chem 115, Pomona)
• Math (one course in Calculus or Statistics, e.g. Psych 103, Scripps; Math 57,
Pomona; Psych 91, Pitzer; Psych 114, CMC; Biology 175, Joint Science)
• Senior Thesis - two semesters (topic must be related to Neuroscience)
• Electives (five courses - no more than two from Group B):
Group A
• Dynamical Diseases: Introduction to Mathematical Physiology (Bio 133L, Joint
Science[
• Analyses of Human Motor Skills (Bio 39L, Joint Science)
• Functional Human Anatomy and Biomechanics (Bio 150La, b, Joint Science)
• Topics in Neurobiology (Bio 186n, HMC)
• Neurobiology Laboratory (Bio 115L, HMC)
• Neuropharmacology (Psych 148, Pitzer)
• Animal Behavior (Bio 125, Pomona; Bio 154. Joint Science)
• Neuroethology (Neurosci 102, Pomona)
• Comparative Endocrinology (Bio 144, Pomona)
• Physiological Psychology or related courses (Psych 146L, CMC; Psych 143,
Pomona; Psych 171, Pomona)
• Neural Networks (Computer Sci 152, HMC)
Group B
• Cell Biology (if not in core)
• Molecular Biology (if not in core)
• Biochemistry (if not in core)
• Genetics (Bio 143, Joint Science)
• Developmental Biology (Bio 151L, Joint Science; Bio 169, Pomona; Bio 122,
HMC)
• Animal Physiology (Bio 131 or 132, Joint Science; Bio 140, Pomona; Bio 101.
HMC)
• Organic Chemistry - second semester (Chem 117, Joint Science; Chem 110b,
Pomona; Chem 105/111, HMC)
• Physical Chemistry (one semester of Chem 121/122, Joint Science; Chem 156 or
158a/b, Pomona; Chem 51/52, HMC)
• Physics (one semester of Physics 30/31 or 33/34, or both semesters of the AISS
course, Joint Science; Physics 51a/b, Pomona; Physics 23/24/51, HMC)
Cognitive and Behavioral Track:
Required:
• Introductory Psychology (Psych 30, CMC; Psych 10, Pitzer; Psych 52, Scripps;
Psych 53, HMC; Psych 51. Pomona)
• Cognitive Neuroscience + lab (Psych 123 and 123L, Scripps; Psych 171, Pomona;
under some circumstances)
• Physiological Psychology + lab (Psych 146L, CMC;, Psych 111, Pitzer)
• Research methods + lab (Psych 100/101L or 110/111L, CMC; Psych 104/104L,
Scripps; Psych 159, Pomona)
• Math (one course in statistics, e.g. Psych 103, Scripps; Math 57, Pomona; Psych
91, Pitzer; Psych 114, CMC; Biology 175, Joint Science)
• Senior Thesis - two semesters (topic must be related to Neuroscience)
• Electives (four courses: no more than two from group B; one may be from the
Cell/Molecular Track:
249
Group A
• Dynamical Diseases: Introduction to Mathematical Physiology (Bio 133L, Joint
Science)
• Analyses of Human Motor Skills (Bio 39L, Joint Science)
• Functional Human Anatomy and Biomechanics (Bio 150La, b, Joint Science)
• Human Neuropsychology (Psych 114, Pitzer)
• Perception (Psych 106, Pitzer; Psych 160, Pomona)
• Course in Neural and Behavioral Development
• Sensation and Perception (Psych 124, Scripps)
• Memory (Psych 102, Pitzer; Psych 162, Pomona)
• Behavioral Neuroscience (Psych 65, CMC)
• Language and the Brain (Psych 121, Scripps)
• Seminar in Physiological Psychology (Psych 188, Pitzer)
• Seminar in Neuropsychology (Psych 192, Pitzer)
• Biological Basis of Psychopathology (Psych 180W, Pomona)
Group B
• Abnormal Psychology (Psych 70, CMC; Psych 181, Pitzer; Psych 128, Scripps;
• Psych 131, Pomona; Psych 180W, Pomona)
• Developmental Cognitive Neuroscience (Psych 125, Pitzer)
• Cognition (Psych 126, Pitzer; Psych 105 or 161, HMC)
• Seminar in Cognition (Psych 180F or 180I or 180J, Pomona)
• Philosophy of Mind (Phil 185M, Pomona; Philo130, Scripps; Phil 135, CMC)
• Child Development (Psych 110, Scripps; Psych 104, HMC; Psych 108, Pomona)
• Seminar in Child Development (Psych 199, Pitzer)
• Psychology of Women (Psych 102, Scripps; Psych 125, Pomona)
• Adolescent Development (Psych 111, Scripps)
• Cognitive Development (Psych 154, Pitzer; Psych 120, Scripps; Psych 120, HMC)
• Child Psychopathology (Psych 150, CMC)
• Culture and Psychobiology of Pain (Neuro 110/Psych 144, Pitzer)
Recommended
• Math 31, or any advanced statistics courses (e.g. Math 57, 154, or 158 at Pomona,
Psych 143, Scripps)
Physics
The physics major places a strong emphasis on computation and numerical techniques
while still retaining the core material common to all physics majors. Many problems
which are not readily solvable using traditional analytic methods will be incorporated
into the program, and solutions will involve numerical integration, computer modeling,
and other numerical techniques introduced in the classroom and laboratory.
Courses required for the Physics major:
• Physics 33, 34 or both semesters of the AISS course; Physics 35, 100, 101, 102,

250 SCIENCE
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114, 115
• A one- or two-semester thesis in Science (190L or 191 or 188L and 190L)
• Mathematics 31, 32, and 111.
• Chemistry 14
• One computer science course chosen in consultation with faculty advisers.
Courses required for the Science and Management major:
• Chemistry 14, 15 (or 29), or both semesters of the AISS course
• Physics 33, 34 (for physics & chemistry tracks), or both semesters of the AISS
course; or Physics 30, 31 (for other tracks)
• Mathematics 30
• Computer Science 50 (or equivalent)
• A writing course
• Economics 51, 52, 86, 160, 161, 151 (CMC)
• Psychology 135
• A one- or two-semester science thesis, and Internship or Practicum
• Additional courses in one of four tracks: chemistry, physics, biotechnology,
environmental management.
This major is designed to train students in science and to provide a grounding in
managerial skills as well as in the liberal arts, in addition to Pitzer core requirements. For
details of each track, contact the Joint Science Department.
Courses required for the Management Engineering major:
• Mathematics 30, 31, 32, 111 (CMC), or equivalent
• Physics 33, 34, or both semesters of the AISS course; Physics 35 101 or 106 or 107
• Economics 51, 52, 86, and one advanced course
• Organizational Studies/Social Science-any two of the following: OS100 or 105;
Sociology 25, 130 or 150; Psychology 135.
• Highly recommended: Chemistry 15, a course in computing, and an
introductory engineering course. Chemical engineers should take organic or
physical chemistry.
A five-year program, offered in conjunction with other institutions, allows students to
receive both a bachelor of arts Degree in Management Engineering from Pitzer and a
Bachelor of Science Degree in Engineering from the second institution. The first three
years of study are undertaken on the Pitzer campus. After this, students enroll in the
engineering programs at other institutions. Upon completion of the two-year engineering
program, graduates simultaneously receive an engineering degree from the second
institution and a bachelor of arts degree from Pitzer. Formal programs exist with
Columbia University, Washington (St. Louis), University of Southern California, Rensslaer
Polytechnic, and Boston University. Other students typically transfer to such schools as
U.C. Davis, U.C. Santa Barbara, U.C. San Diego, Cal Poly SLO, University of Arizona, and
Cornell. It is essential for students to plan courses carefully and early in the program.
Details of specific course requirements, recommendations, and general program
expectations may be obtained from J. Higdon or other members of the Joint Science faculty.
Special Options
Honors in Science
To be eligible for departmental honors in one of the science majors listed in this
catalogue, students must:
a) achieve a minimum grade point average of 3.5 in courses in the major;
b) write a two-semester thesis considered of honors quality by the department (the
department will base its decision on such issues as original contribution by the
student, written presentation, data interpretation, effort, and initiative;
c) attain an average GPA of 3.5 or better in Science 188L and 190L, including a grade
of A1 (3.5) on the written thesis and satisfactory participation in the two semesters
of Senior Honors Seminar, including attendance, posters, and oral presentations.
AP Credit
Biology: An AP score of 4 or 5 on the AP Biology exam will be granted one elective
course credit towards graduation, but will not be counted towards a biology major
requirement. Placement in upper-level biology courses is only done by examination by
the Biology Department.
Chemistry: An AP score of 4 or 5 on the AP Chemistry exam will be granted one elective
course credit towards graduation. Decisions on possible placement into Chemistry 15 (or
29) will be determined on an individual basis after consultation (and examination for 29)
by the Chemistry Department.
251
Physics: An AP score of 4 or 5 on the AP Physics exam will be granted one elective
course credit towards graduation, but will not count towards a major requirement in
Physics or Engineering. Decisions on waiver of courses and placement will be determined
on an individual basis after consultation by the Physics Department.
Astronomy
The Astronomy Program is offered as a joint program with the Physics Departments at
Harvey Mudd College and Pomona College. Courses are offered within the Physics
Program and are intended for students who have an interest in the subject or those who
may wish to pursue astrophysics at the graduate level.
The Joint Science Department in cooperation with HMC and Pomona maintains facilities
at the Table Mountain Observatory, located about an hour from campus in the San
Gabriel Mountains. Equipment includes a 40-inch telescope with a photometer, CCD
camera, IR camera, and CCD spectrograph.
1. Introductory Astronomy. A non-mathematical survey of modern astronomy,
emphasizing new and exciting observational results from space and ground-based
observatories, and how they shape contemporary understanding of the formation and
evolution of the universe and solar system. Topics cover all aspects of modern astronomy,
including planetary, stellar, and extragalactic astronomy. Includes a laboratory
component with telescopic observational exercises and computer simulations of various
astronomical situations. No prerequisite. Spring, P. Choi, B. Penprase.

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3. Life in the Universe. Interdisciplinary seminar on origin of life on Earth and
possibility for life elsewhere in the universe. Emphasizes individualized and group
research and learning. Topics include the creation of the universe and cosmology, the
evolution of galaxies and stars, the interstellar medium and the formation of solar
systems, the origin and evolution of life on Earth, and the search for extrasolar planets
and extraterrestrial life and intelligence. No prerequisite. [not offered 2007-08]
6. Archeoastronomy and World Cosmology. A survey of the development of astronomy
and cosmology around the world and the relationship of astronomy to the cultures of
societies ancient and modern. Explores the role of astronomy and cosmology in
organizing society and culture, and in interpreting time and space. Additional topics
include details of the cosmological systems of the ancient Mesoamerican, Greek, and
Chinese civilizations, and a non-mathematical exploration of modern scientific
cosmology. No prerequisite. Spring, B. Penprase.
62. Introduction to Astrophysics. Introduction to astrophysics with emphasis on topics of
interest to students with a strong background in introductory physics. Topics include
astronomical coordinate systems, celestial mechanics, solar physics, stellar structure,
stellar evolution, and cosmology. Prerequisites: Physics 51a,b or equivalent. Offered
jointly with HMC and Pomona. Spring, Staff.
66L. Elementary Astronomy. A survey of modern astronomy, emphasizing the
interrelationships among phenomena. The subject matter includes the solar systems, stars
and stellar systems, galaxies, and cosmology. Enrollment limited. Laboratory fee $30.
Fall/Spring, S. Naftilan, T. Dershem.
101. Observational Astronomy. A course emphasizing techniques of visual,
photographic, and electronic observations of astronomical objects. Discussion of infrared
and radio astronomy, as well as space-based UV and X-ray astronomy. Includes
preparation for and data reductions of observations. Also includes original astronomical
observations using both the Brackett Observatory and the 1-meter telescope at Table
Mountain. Prerequisites: Astronomy 1 or 62, and Physics 51 a,b, or equivalent. Fall, P. Choi.
120. Star Formation and the Interstellar Medium. Theoretical and observational aspects
of star birth and the use of radio and infrared diagnostics. Studies of the interstellar
media and the role of supernovae. Prerequisites: Physics 35, 66, or 118, and Math 111 or
equivalent. Half course. Offered jointly with HMC and Pomona. Spring semester every
other year. Spring, P. Choi.
122. Stellar Structure and Evolution. A rigorous treatment of stellar atmospheres and
radiative transfer. Topics include spectral line formation, stellar energy generation,
evolution on and away from the main sequence, and the internal structures of stars and
other self-gravitating objects. Prerequisites: Physics 35, 66, or 118, and Math 111 or
equivalent. Half course. Offered jointly with HMC and Pomona. [not offered 2007-08]
123. High-Energy Astrophysics. Analysis of the results of new ultraviolet, X-ray, and
gamma-ray observations, and the astrophysical processes that produce high-energy
photons. Topics include active galactic nuclei, black holes, neutron stars, supernova
remnants, and cosmic rays. Half-course. Prerequisites: Physics 101, Astronomy 1 or 62,
and Mathematics 60. Offered jointly with HMC and Joint Sciences. Offered alternate
years. [not offered 2007-08]
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124. Planetary Astophysics. The physics and chemistry of the planets, their natural
satellites and the small bodies of the solar system. Topics include evolution and dynamics
of planetary atmospheres, planetary interiors, alteration processes on planetary surfaces,
the formation and dynamics of the solar system, evolution of small bodies and extra-solar
systems. Half-course. Prerequisites: Physics 101, Astronomy 1 or 62, and Math 60. Offered
jointly with HMC and Joint Sciences. Offered alternate years. [not offered 2007-08]
Biology
Advisers: J. Armstrong, M. Coleman, N. Copp, G. Edwalds-Gilbert, D. Guthrie, R. Justice,
D. McFarlane, J. Milton, J. E. Morhardt, M. Preest, D. Sadava, Z. Tang, D. Thomson, E. Wiley.
AISS 1AL, 1BL, 2AL, 2BL. Accelerated Integrated Science Sequence. See complete
description above.
39L. Analyses of Human Motor Skills. Neurobiology of motor skills, expertise, and
performance. Noninvasive methods of motion analysis (observation, motion capture,
EEG/EMG, multimodal imaging). Teaching interventions. Laboratory examines
development of basic sporting skills in children, athletes, and those with disabilities. This
course will fulfill the science general education requirement. This course will not count
towards the biology major. Permission of instructor required. Enrollment limited.
Laboratory fee: $50. Fall, J. Milton.
43L. Introductory Biology. This course explores life at the molecular and cellular level as
an introduction to the cellular processes and gene expression patterns that underlie
organismal physiology and evolution through lectures, discussion, and laboratory
exercises. Topics include cell and molecular biology, genetics and biochemistry.
Laboratory fee: $50. Fall/Spring, J. Armstrong, R. Justice, D. Sadava, Z. Tang.
44L. Introductory Biology. Topics discussed in lecture, and demonstrated in laboratory,
include structure, function, and evolution of plant and animal forms, physiology of plant
and animal systems, and the principles of ecology. Required field trips. Laboratory fee:
$50. Spring, D. Guthrie, M. Preest, Staff.
56L. Genetics of Human Disease. The course will examine various aspects of human
heredity and social and ethical implications of the Human Genome Project. Topics
include basic genetic mechanisms, the identification and characterization of “disease
genes”, and the social and political uses of genetic information. Enrollment limited.
Laboratory fee: $30. [not offered 2007-08]
57L. Concepts in Biology. This course is an introduction to college-level biology and
deals with evolution, ecology, inheritance, biotechnology, anatomy, and physiology.
Course work will include lectures, student-lead discussions, and laboratories. Discussions
will cover topics such as the biology and ethics of gene therapy, conservation, science and
the media, and use of animals in research. Laboratory fee: $30. Spring, M. Preest.

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62L. Environmental Science. A course dealing with environmental and organismal
structure and human interactions with the environment. The course broadly covers
resources and pollution, as well as political, economic, and psychological approaches to
environmental problems. Enrollment limited. Laboratory fee: $30. [not offered 2007-08]
64L. The Living Sea. Over three quarters of the Earth’s surface is covered in oceans, and
much of the world’s life exists in the seas. Moreover, humans are having a greater impact
on sea life than in any other time in human history. This course will explore the unique
habitats of the marine environments and the plants and animals that live there. We will
look at the chemical, physical and geological interactions that create the habitats and
enable organisms to live where they do. Finally, we will take a look at human interaction
with these habitats: Fisheries management, pollution, aquaculture and whaling policies
will be among the topics covered. Laboratory fee: $30. Fall, S. Gilman.
69L. Discovery, Innovation, and Risk: Energy. This course deals with selected scientific,
technological, and historical issues related to the origins, production, and use of energy
by natural systems and by people. Topics include photosynthesis, electricity, fossil fuels,
the electrification of Los Angeles and the origins of the gasoline industry. Enrollment is
limited to 45. Laboratory fee: $30. Spring, N. Copp, A. Zanella.
71L. Biotechnology. An examination of the basic concepts of molecular biology and their
applications for human welfare. Topics include cell biology and division, genetics, DNA
and proteins, DNA manipulation, immunology, reproduction, and agriculture. Exercises
include chromosome analysis, genetic screening, cloning, and testing for mutagens.
Enrollment limited to 45. Laboratory fee: $30. Fall, D. Sadava.
80L. Behavioral Neurobiology. This course will examine interesting behavioral systems
and the ways in which nervous systems produce these behaviors. Among other things we
will investigate the molecules and systems involved in bee colony organization, how
birds sing, reproductive behavior in monogamous and promiscuous voles, and behavior
of the parasitic wasp. [not offered 2007-08]
95. Foundations of Neuroscience. An introduction to the nervous system and behavior
that explores fundamental issues in neuroscience from a variety of perspectives.
Emphasis will be placed on technological advances, experiments and methodologies that
have most influenced our understanding of the nervous system. The class will be divided
into three groups that will rotate through four 3-week modules covering the history and
philosophy of neuroscience, the electrical nature of the nervous system, the chemical
nature of the nervous system, and cognition and the nervous system. The course will end
with a final integrative module that brings together fundamental principles developed
throughout the course. Intended primarily for first- and second-year students. Permission
of instructor required of third- and fourth-year students. Lecture, discussion, and
laboratory. Spring, N. Copp, Staff.
120. Research Tools in Organismal Biology. This course, normally taken in the
sophomore year, provides a common foundation for students in the Organismal Biology
major. An introduction to statistical concepts, software, literature searching and current
research in the discipline. One half course credit. Prerequisites: Biology 43 and 44, or both
semesters of the AISS course. Fall, D. McFarlane, Staff.
131L. Vertebrate Physiology. Lectures and laboratory exercises focus on mechanisms of
physiological regulation in vertebrate species with a special emphasis on humans. Topics
to be covered include circulation, respiration, regulation of extracellular water and
electrolytes, the senses, and neural and hormonal communication. Prerequisites: Biology
43, 44; or both semesters of the AISS course; Chemistry 14, 15, or both semesters of the
AISS course. Enrollment limited. Laboratory fee: $50. Spring, Staff.
132L. Comparative Physiology. An investigation of fundamental physiological processes
including circulation, respiration, movement, digestion, and neural and endocrine
communication, in animals with an emphasis on vertebrates. Some topics in the
physiology of plants will also be discussed. Attention will be given to how an organism’s
physiology reflects adaptation to its environment. Prerequisite: Biology 43, 44; or both
semesters of the AISS course; Chemistry 14 and 15, or both semesters of the AISS course.
Laboratory fee: $50. Fall, M. Preest.
133L. Dynamical Diseases: Introduction to Mathematical Physiology. Mathematical
analyses of biology oscillators, excitable media, and feedback control mechanisms.
Comparing predictions with observation. Design of dynamic therapeutic strategies.
Laboratory develops computer skills to explore dynamical systems. Full course.
Prerequisites: Calculus and permission of instructor. students must have a PC laptop
computer with Internet access. For students who do not have a PC laptop, please see
instructor for other options. Laboratory fee: $50. Fall, J. Milton.
138L. Quantitative Conservation Biology. This course covers advanced topics in
population biology, community ecology and population genetics, as applied to
conservation and resource management and with an emphasis on quantitative methods.
The computer laboratory involves learning basic programming skills through the
development and analysis of models addressing problems in conservation research and
management. Prerequisites: Biology 44L. Enrollment limited to 16. Laboratory fee: $50.
[not offered 2007-08]
141L. Vertebrate Anatomy. Morphology, ontogeny, and evolution of vertebrate organ
systems, with emphasis on the evolutionary aspects of vertebrate development. The
laboratory includes dissection of major vertebrate types and examination of basic
histologic and embryologic materials. Prerequisites: Biology 43, 44, or both semesters of
the AISS course. Enrollment limited. Laboratory fee: $50. Spring, D. Guthrie.
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143. Genetics. This course provides an overview of the mechanisms of inheritance at the
molecular, cellular, and population levels. Topics include the genetics of human disease,
mapping genes, the analysis of genomes (genomics), and quantitative genetics. Prerequisites:
Biology 43, Chemistry 14 and 15 (or 29), or both semesters of the AISS course, or
permission of instructor. Enrollment limited to 36. Fall/Spring, E. Kwok, J. Armstrong.
145. Evolution. A course focusing on the underpinnings of the modern synthetic theory
of evolution. Topics will include historical development of evolutionary thinking; major
events in the history of life; molecular mechanisms of evolution; speciation; systematics;
biogeography; evolutionary ecology and evolutionary aspects of behavior. Prerequisites:
Biology 43, 44, or both semesters of the AISS course, or permission of instructor.
Enrollment limited. Fall, D. McFarlane.

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146L. Ecology. An exploration of the factors and interrelationships in influencing the
distribution and abundance of organisms. Theoretical models and empirical data are
applied to questions of biogeography, life histories, population regulation, community
structure and resource management. Laboratory component will include an introduction
to computer modeling in ecology, and the processing of quantitative data from field and
laboratory investigations. Prerequisites: Biology 43, 44. Enrollment limited. Laboratory
fee: $50. Fall, D. McFarlane.
149. Neurobiology. This course will examine the structure, function and organization of
nervous systems. Topics will include signal transduction, electrophysiology, the role of
trophic factors, development of the nervous system, and neural networks. Consideration
will also be given to neuropathologic conditions such as Parkinson’s’ and Alzheimer’s
diseases. Prerequisites: Biology 43, 44; Chemistry 14, 15, or both semesters of the AISS
course. Enrollment limited. Spring, M. Coleman.
150La,b. Functional Human Anatomy and Biomechanics a: Limbs and Movement; b:
Back and Core Stabilization.
150La. Limbs and Movement. Development and evolutionary principles of limb design
and function; mechanical properties of bone, soft tissues, muscle, nerve; interrelationships
between structure, biomechanics, and function; open chain versus closed
chain kinematics; mobility of limb girdles; mechanisms of injury and prevention.
Laboratory involves dissection of human cadavers. Prerequisites: Biology 39L (or Dance
160 or Dance 163); an introductory course in biology (Biology 43 or 44, or both semesters
of the AISS course, or equivalent); a course in classical mechanics (Physics 30 or 33, or
equivalent), and permission of instructor. Enrollment limited to 15. Laboratory fee: $100.
Spring, J. Milton, Joint Science; E. Rega, Western University.
150Lb. Back and Core Stabilization. Evolution and development of pronograde versus
orthograde stance; development of pelvic diaphragm; mechanical properties of disks and
vertebrate (creep); passive versus active stabilization and limb movement; back pain.
Prerequisites: Biology 39L (or Dance 160 or Dance 163); an introductory course in biology
(Biology 43 or 44, or both semesters of the AISS course, or equivalent); a course in
classical mechanics (Physics 30 or 33, or equivalent), and permission of instructor.
Enrollment limited to 15. Laboratory fee: $100. [not offered 2007-08]
151L. Developmental Biology. Lectures, discussions and laboratory exercises explore the
current state of our understanding of how complex organisms arise from single cells.
Topics will include growth, differentiation and pattern formation at the organismal,
cellular and molecular levels, as well as the scientific basis of animal cloning and stem
cell research. Prerequisites: Biology 43, 44; Chemistry 14, 15 (or 29), or both semesters of
the AISS course, or permission of instructor. One previous upper-division Biology course
is strongly recommended. Enrollment limited to 18. Laboratory fee: $50. Spring, R. Justice.
154. Animal Behavior. Lectures, discussion and videos covering the biological approach
to behavior. Topics include the physiological, neurological, genetic, evolutionary and
ecological approaches to behavior, with an emphasis on behavioral ecology. Enrollment
limited to 50. Prerequisites: Biology 43, 44, or both semesters of the AISS course, or
permission of instructor. Fall, D. Thomson.
157L. Cell Biology. This course examines the function of organisms at the cellular and
molecular level through discussion, analysis of scientific literature, and laboratory
experimentation. Topics include signal transduction, nuclear structure and function, cell
division, and apoptosis (cell suicide). The laboratory uses modern cell biology techniques
including fluorescent microscopy and immunodetection of proteins. Prerequisites:
Biology 43, Chemistry 14 and 15 (or29), or both semesters of the AISS course, or permission
of instructor. One previous upper-division Biology course is strongly recommended.
Enrollment limited to 18. Laboratory fee $50. Fall/Spring, Z. Tang, J. Armstrong.
158. Cell Cycle, Diseases and Aging. Introduces properties of cell-division cycle.
Explores mechanisms of aging and diseases including cancer based on principles of cell
cycle control. Elaborates on signaling pathways and molecular nature of the regulation
fundamental to all eukaryotes. Emphasizes the advancements and current understanding
of the field. Lectures, paper presentations, and discussions. Prerequisite: Biology 43, 44,
or both semesters of the AISS course, and Chemistry 14, 15, or 29, or both semesters of
the AISS course. Spring, Z. Tang.
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159. Natural Resource Management. A course designed to allow students to appreciate
the importance of the role of science in understanding environmental systems. Lectures
will consist of an intensive analysis of natural resource problems and the impacts of
human activities on these resources. Appropriate for biology or environmental studies
concentrators with upper-division standing. Prerequisites: Biology 44. Enrollment limited.
Spring, E. Morhardt.
160. Immunology. A course dealing with topics of current research in immunology, such
as antigen-antibody interactions, antibody synthesis, hypersensitivity, and autoimmunity.
Students will prepare papers and participate in discussions based on the current
literature. Outside speakers may supplement the material. Prerequisites: Biology 43, 44,
or both semesters of the AISS course; Chemistry 14, 15 or both semesters of the AISS
course; some advanced work in biology. Enrollment limited. [not offered 2007-08]
161. Cellular and Molecular Neurobiology. Current and historic methods of analysis will
be discussed in relation to neurons and nervous system function. The focus will be on the
cellular and molecular mechanisms underlying neuronal activity and function. The
laboratory will introduce students to methods used for cellular neurobiology.
Prerequisites: biology 43 and 44, or both semesters of the AISS course, and Chemistry 14
and 15 (or 29), or both semesters of the AISS course. Enrollment limited to 18. Fall, M. Coleman.
165. Advanced Topics in Environmental Biology. Readings and discussion of current
technical journal articles in active areas of environmental biology. Topics are chosen for
their current relevance and technical interest. Students present papers for class
discussion, and conduct a formal literature review on the topic of their choice.
Prerequisites: Biology 43, 44, or both semesters of the AISS course, or equivalent.
Enrollment limited. Fall, E. Morhardt.
166. Animal Physiological Ecology. This is an animal physiological ecology course that
will emphasize physiological interactions of animals with their biotic and abiotic
environments. Information about the physiology and ecology of animals will be
integrated from the tissue, organ, and whole organism levels. We will cover a series of

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topics that illustrate both the diverse and conservative nature of physiological systems.
Pre-requisites: Bio 43, 44, or both semesters of the AISS course, and Bio 131, 132, or 146.
Enrollment limited to 24. [not offered 2007-08]
169L. Marine Ecology. A course designed to expose students to the study of the ecology
of marine organisms. Lectures will cover various aspects of marine environments.
Laboratories and field trips will include ecological sampling procedures and a survey of
local marine plants and animals. Prerequisites: Biology 43, 44, or both semesters of the
AISS course. Enrollment limited. Permission of instructor required. Laboratory fee: $50.
Spring, S. Gilman.
170L. Molecular Biology. An introduction to the molecular biology of viruses,
prokaryotic cells, and eukaryotic plant and animal cells. Lecture topics will include DNA
structure, replication, mutation, recombination, transposition, recombinant DNA, protein
synthesis from the viewpoints of transcription, translation, and regulation, and virus
structure and function. Laboratory experiments will include DNA isolation from
prokaryotes and eukaryotes, restriction and ligation, cloning and isolation of recombinant
DNA, and methods of protein analysis. Prerequisites: Biology 43, Chemistry 14 and 15 (or
29), or both semesters of the AISS course, and Chemistry 116. Biology 143 is strongly
suggested. Enrollment limited to 18. Laboratory fee $50. Fall/Spring, E. Wiley.
171. Biology of Cancer. Examination of cellular and molecular phenomena, using the
cancer cells as the focus. Topics discussed will include patterns of cancer in populations,
the cell cycle, stages in cancer formation, mutagenesis and carcinogens, tumor viruses
and oncogenes, heredity and cancer, immune system and cancer, and biological rationale
for treatments. Prerequisites: Biology 43, 44, or both semesters of the AISS course, and
Chemistry 15, or both semesters of the AISS course. Enrollment limited. Spring, D. Sadava.
173L. Molecular Biology Seminar w/Lab. This half-course is an introduction to the
primary experimental literature and key techniques in molecular biology. It includes a
laboratory component for experience with bioinformatics, basic DNA manipulations, and
gene expression analysis. One-half course credit. Prerequisites: Biology 43L and
Chemistry 15L (or Chemistry 29L), or both semesters of the AISS course. Priority will be
given to Molecular Biology majors. Laboratory fee: $30. Spring, E. Wiley.
175. Applied Biostatistics. A hands-on introduction to choosing, applying, and
interpreting the results of statistical methods for life scientists. The course will include
traditional parametric statistics, such as t-tests, analysis of variance, correlation and
regression analysis, together with powerful non-parametric randomization tests. Data
presentation and experimental design will be addressed, together with a miscellanae of
less-common statistical techniques that find use outside of the laboratory setting. This
course includes both lectures and a weekly tutorial session in which students analyze
data sets and learn to use statistical software. Enrollment limited. Fall, D. Thomson.
176. Tropical Ecology. Examination of the many facets of tropical biodiversity and
community structure, with an emphasis on tropical rainforests and conservation issues.
Prerequisites: Biology 43, 44, or both semesters of the AISS course. Enrollment limited.
Spring, D. McFarlane.
177. Biochemistry. (See Chemistry.)
259
180L. Ecology of Neotropics. Terrestrial and marine ecology of the Neotropical region,
emphasizing physical geography, biodiversity, and field methods. Taught in southwestern
Costa Rica, through the Study Abroad program. Prerequisites: Biology 44 or equivalent;
permission of instructor. Laboratory fee: $50. Fall and Spring, D. McFarlane.
187. Special Topics in Biology. Through critical analysis of classic and current research
papers, students will learn hypothesis generation, experimental design and data analysis.
Topic will vary from year to year, depending on instructor.
187s. Special Topics in Biology: Microbial Life. This is an upper-division course in
which students will examine the structure, function, diversity, and relationship of
bacteria, viruses, and other microorganisms in agriculture, industry, and disease. An
introduction to the immune system and its mechanism to defend against microbes will be
explored. This course should appeal to a wide range of students with different
backgrounds. Prerequisites: Biology 43, 44, or both semesters of the AISS course;
Chemistry 14, 15 (or 29), or both semesters of the AISS course, or permission of instructor.
Enrollment limited to 24. Fall, J. Smith.
188L. Senior Research Thesis in Biology. (See special description at end of Science section.)
190L. Senior Experimental Thesis in Biology. (See special description at end of Science section.)
191. Senior Library Thesis in Biology. (See special description at end of Science section.)
199. Independent Study in Biology. Students who have the necessary qualifications, and
who wish to investigate in depth an area of study not covered in regularly scheduled
courses, may arrange with a faculty member for independent study under his or her
direction. A limited opportunity open to all students with permission of instructor. Full or
half-course. First or second semester. time arranged. The faculty and the areas in which
they are willing to direct independent study are given below.
J. Armstrong: Genetics, cell and molecular biology; chromatin dynamics and gene
regulation in the fruit fly.
M. Coleman: Neurobiology, neurophysiology, neural basis of behavior, neural control of
auditory-vocal learning in songbirds.
N. Copp: Animal behavior, vertebrate and invertebrate physiology, neurobiology.
G. Edwalds-Gilbert: Cell and molecular biology; pre mRNA splicing in yeast.
D. Guthrie: Evolutionary studies, field ecology, ornithology, zooarchaeology.
R. Justice: Developmental, molecular, and cell biology; molecular genetics of fruit fly
tumor suppressor genes.
D. McFarlane: Evolutionary ecology; biogeography; late Quaternary paleoecology and
extinctions.
J. Milton: Computational neuroscience, motor control, development of expertise.
J. Emil Morhardt: Vertebrate ecology and physiology; environmental management.
M. Preest: Physiology and ecology of animal energetics; thermal biology of terrestrial
ectotherms; osmoregulatory physiology; herpetology; muscle physiology.
D. Sadava: Cell biology; cancer mechanisms.
Z. Tang: Cell and molecular biology, biochemistry; cell cycle control in yeast.

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D. Thomson: Conservation biology, population modeling, ecology of biological invasions,
plant ecology and plant/pollinator interactions.
E. Wiley: Molecular biology; genetics, chromatin structure in the ciliate Tetrahymena.
Chemistry
Advisers: K. Black, A. Fucaloro, M. Hatcher-Skeers, A. Hurshman, T. Poon, K. Purvis-
Roberts, A. Wenzel, S. Williams, A. Zanella.
AISS 1AL, 1BL, 2AL, 2BL. Accelerated Integrated Science Sequence. See complete
description above.
14L,15L. Basic Principles of Chemistry. A study of the structure of matter and the
principles of chemical reactions. Topics covered include atomic and molecular structure,
chemical bonding, thermodynamics, equilibria, electrochemistry, kinetics, descriptive
inorganic and organic chemistry, and spectroscopy. Three lectures and one four-hour
laboratory per week. (Chemistry 14 is a prerequisite to 15.) Laboratory fee: $50 per
semester. Fall, A. Fucaloro, M. Hatcher-Skeers, A. Hurshman, K. Purvis-Roberts, Spring,
K. Black, A. Hurshman, G. Leskowitz, A. Zanella.
29. Accelerated General Chemistry. A one semester accelerated General Chemistry
course as an alternative to the year-long Chemistry 14 and 15 sequence for students with
a strong chemistry background. This course will cover atomic and molecular structure,
spectroscopy, chemical bonding, thermodynamics, electrochemistry, kinetics, equilibria,
transition metals, nuclear chemistry and descriptive inorganic chemistry. Three lectures
and one four-hour laboratory per week. Prerequisites: 4 or 5 on the Chemistry Advanced
Placement test (or completion of comparable honors chemistry course in high school),
Mathematics 30 (or concurrent) and permission of instructor. Students must sign-up with
instructor during Spring semester pre-registration to be eligible. Laboratory fee: $50.
Spring, B.S. Williams.
51L. Topics in Forensic Science. This course will explore chemical and physical methods
used in modern crime detection. Topics as diverse as microcopy, toxicology, serology,
fingerprinting. Document examination, DNA analysis, and arson investigation will be
examined. Students will use case studies, collaborative work, and online resources
extensively throughout the course. Enrollment limited. Laboratory fee: $30. This is a fulllab
natural science course. Spring, T. Poon.
70L. Land, Air and Ocean Science. This course is an introduction to basic principles of
environmental science with application to air and water pollution. Topics including
global warming, the ozone hole, acid rain, energy production, sustainable development,
etc., will be discussed. We will concentrate on both the scientific explorations and the
political implications of such issues. Enrollment limited. Laboratory fee: $30. [not offered
2007-08]
116L, 117L. Organic Chemistry. The chemistry of organic compounds developed from
considerations of bonding, structure, synthesis, and mechanisms of reaction. Selected
application of those principles to biological systems. Prerequisite: Chemistry 15, or both
semesters of the AISS course, or equivalent. (Chemistry 116 is prerequisite to 117.)
Laboratory fee: $50 per semester. Fall/Spring, K. Black, T. Poon, A. Wenzel, B.S. Williams, Staff.
121, 122. Principles of Physical Chemistry. A course designed to investigate
physiochemical systems through classical thermodynamics, statistical thermodynamics,
kinetics, quantum mechanics, and spectroscopy. Prerequisites: Chemistry 15, Physics 31
(or 34), or both semesters of the AISS course, and Mathematics 31. (Chemistry 121 is
prerequisite to 122.) Enrollment limited. Fall/Spring, A. Fucaloro, M. Hatcher-Skeers.
123. Advanced Organic Chemistry. Organic chemistry is the study of carbon-containing
compounds, which are ubiquitous to everyday life. From pharmaceuticals to plastics, the
structure of an organic molecule determines its function. This course is designed to
introduce students to advanced topics in the field of organic chemistry. Topics covered
will expand upon material covered in the Chemistry 116/117 organic sequence, with
particular emphasis on stereoelectronic effects in organic reaction mechanisms. Prerequisites:
Chemistry 117, or permission of instructor. Enrollment limited to 24. Fall, A. Wenzel.
126L, 127L. Advanced Laboratory in Chemistry. A survey of advanced laboratory
techniques including physical and chemistry methods, analytical chemistry (especially
instrumental methods), and synthesis and characterization of compounds. Prerequisites:
Chemistry 15, or both semesters of the AISS course, Chemistry 117, Physics 34 (or 31), or
both semesters of the AISS course, and Mathematics 31. Chemistry 126 is prerequisite for
127, except with permission of instructor. Chemistry 121, 122 recommended as corequisite.
Enrollment limited. Laboratory fee: $50. Fall/Spring, K. Black, M. Hatcher-
Skeers, A. Hurshman, T. Poon, K. Purvis-Roberts, A. Wenzel, B.S. Williams, Z. Zanella.
128. Inorganic Chemistry. A survey of the bonding, structure, reactions, mechanisms,
and properties of inorganic compounds. Special emphasis will be placed upon transition
metal chemistry. Topics will include elementary group theory, atomic structure, ionic and
covalent bonding, spectroscopy, molecular orbital theory, periodic trends, bioinorganic
chemistry, and organometallic chemistry. Prerequisites: Chemistry 117, Chemistry 121 (or
concurrent). Enrollment limited to 20. [not offered 2007-08]
130L. Inorganic Synthesis. This laboratory course will include a variety of synthetic
techniques or inorganic compounds. Emphasis will be on transition metal complexes, including
organometallic compounds, and some main group compounds will also be prepared. Students
will use appropriate spectroscopic methods and chromatography to characterize products.
Use of original journal references will be stressed. Prerequisites: Chemistry 117 and 121
(or concurrent). Half-course. Enrollment limited to 12. Laboratory fee, $50. [not offered 2007-08]
134. Introduction to Molecular Modeling. This course provides an introduction to both
the theory and practice of current molecular modeling methods. Students use molecular
mechanics, molecular orbital theory, and molecular dynamics to study chemical systems
ranging from small organic structures to large biomolecules. The computational work is
carried out using Spartan, Macro Model and Gaussian software. One-half course credit.
Prerequisites: Chemistry 117, 121. Enrollment limited to 12. [not offered 2007-08]
136. Modern Molecular Photochemistry. This course will explore the interaction of light
with molecules and the chemical and physical changes that result. Emphasis will be
placed on modern applications of photochemistry in the areas of synthesis, mechanistic
studies, medicine, and materials science. One-half course credit. Prerequisite: Chemistry
117. Enrollment limited. [not offered 2007-08]
261

262 SCIENCE
SCIENCE
139. Environmental Chemistry. This course is designed to apply the fundamental ideas
of chemistry to environmental concepts. Major topics include water, air and land
pollution, industrial ecology, and chemical techniques for environmental analysis and
remediation. One-half course credit. Prerequisite: Chemistry 116. [not offered 2007-08]
172. NMR Spectroscopy. Examines fundamental concepts in nuclear magnetic resonance
spectroscopy with a focus on techniques used for organic structure elucidation as well as
“in vivo” spectroscopy and magnetic resonance imaging. Hands on experience with data
collection and analysis. Lecture. Prerequisites: Chemistry 117, 122. One-half course credit.
Spring, M. Hatcher-Skeers.
177. Biochemistry. A study of structure and function in living systems at the molecular
level. Discussion centers on intermediary metabolism, cellular control mechanisms, and
energy flow, with particular emphasis on how this information is developed.
Prerequisites: Biology 43, 44, or both semesters of the AISS course; Chemistry 116, 117; or
permission of instructor. Enrollment limited. Fall/Spring, A. Hurshman, Z. Tang.
188L. Senior Research Thesis in Chemistry. (See special description at end of Science section.)
190L. Senior Experimental Thesis in Chemistry. (See special description at end of
Science section.)
191. Senior Library Thesis in Chemistry. (See special description at end of Science section.)
199. Independent Study in Chemistry. Students who have the necessary qualifications,
and who wish to investigate in depth an area of study not covered in regularly scheduled
courses, may arrange with a faculty member for independent study under his or her
direction. A limited opportunity open to all students with permission of instructor. Full or
half-course. First or second semester. Time arranged. The faculty and the areas in which
they are willing to direct independent study are given on the following page. Fall/Spring.
K. Black: Organic chemistry; reaction mechanisms studied by computational techniques.
A. Fucaloro: Physical chemistry, especially emission and absorption, molecular
spectroscopy, electron impact.
M. Hatcher-Skeers: Applications of nuclear resonance spectroscopy in determining the
structure of DNA and other biological macromolecules.
A. Hurshman: Enzyme reaction mechanisms, characterization of novel bacterial proteins,
biological reduction-oxidation reactions.
T. Poon: Zeolite host-guest chemistry, synthetic methodology, reactions of singlet oxygen.
K. Purvis-Roberts: Chemistry of urban air pollution, primarily aerosols; public policy
aspects of air pollution.
A. Wenzel: Catalysis, asymmetric synthetic methodology.
S. Williams: Fundamental late-metal organometallic chemistry, mechanisms of basic
organometallic reactions.
A. Zanella: Metal-ion promoted reactions, electron-transfer, heavy metal pollutants and
environmental chemistry.
Physics
Advisers: S. Gould, J. Higdon, A. Landsberg, S. Naftilan.
AISS 1AL, 1BL, 2AL, 2BL. Accelerated Integrated Science Sequence. See complete
description above.
263
30L, 31L. General Physics. A first-year general physics course introducing mechanics,
sound, fluids, wave motion, heat, electricity, magnetism, atomic physics, relativity, and
nuclear physics. This course is designed for majors in fields other than physics, chemistry,
or engineering. Previous calculus experience or Math 30 taken concurrently, or
permission of the instructor is required. (Physics 30 is a prerequisite to Physics 31.)
Laboratory fee: $50 per semester. Fall/Spring, S. Benzahra, S. Gould, S. Jensen.
33L, 34L. Principles of Physics. A first-year general physics course designed for physics,
chemistry, and engineering majors. Topics include Newtonian mechanics, gravitation,
fluids, wave motion, electrical measurements, DC and AC circuits, Maxwell’s equations
and light. Prerequisites: Previous calculus experience or Math 30 and 31 taken
concurrently or permission of instructor. (Physics 33 is a prerequisite to Physics 34.)
Laboratory fee: $50 per semester. Fall/Spring, S. Gould, J. Higdon.
35. Modern Physics. An introductory modern physics course designed as a continuation
for 33, 34. Topics include thermodynamics, relativity, atomic physics, elementary
quantum mechanics, chemical bonding, solid state physics, band theory and appropriate
applications. Prerequisites: Physics 34 and Math 32. Mathematics may be taken
concurrently. Fall, S. Gould.
77L. Great Ideas in Science. This course surveys a number of fundamental ideas in
science that have revolutionized our modern conception of Nature and challenged our
understanding of our place in the natural world. Examples include Big Bang theory;
Evolution; Genomics and Cloning; Chaos theory; Einstein’s Theory of Relativity;
Quantum Mechanics; debates about Global Warming; the Analysis of Risk and
Coincidence; Game Theory; etc. Underlying scientific principles as well as associate
public policy issues will be described. The course will be co-taught by faculty from
multiple scientific disciplines. This course is a full-lab natural science course. Enrollment
limited to 24. Laboratory fee: $50. [not offered 2007-08]
79L. Energy and the Environment. (See ENGR79LHM) Examination of the options
available for meeting projected U.S. and global energy requirements. Consideration of
resources and conversion and consumption patterns, thermodynamic limitations;
immediate and long-range engineering options; environmental consequences. Topics
include conservation, fossil fuel, nuclear, geothermal, and solar energy systems.
Enrollment limited to 45. Laboratory fee: $30. Fall/Spring, S. Tanenbaum

264 SCIENCE
SCIENCE
100. Computational Physics & Engineering. This course is a comprehensive introduction
to the application of computational techniques to physics and engineering. It provides
direct experience in using computers to model physical systems and it develops a
minimum set of algorithms needed to create physics and engineering simulations on a
computer. Such algorithms are employed to solve nontrivial, real world problems
through the investigation of seven major projects. Students will use computer
mathematical software such as Maple, Mathematica, or MatLab.. No prior computer
course is assumed. Prerequisites: Physics 33, 34, or both semesters ofhte AISS course;
Mathematics 30, 31. Enrollment limited. Spring, J. Higdon.
101. Intermediate Mechanics. The application of classical mechanics to statics and
dynamics of rigid bodies, central force motions, and oscillators. Numerical analysis,
Lagrangian methods, and non-linear approximation techniques will be used.
Prerequisites: Physics 33 and Mathematics 111 (CMC) or 82 (HMC) or 40 (Pomona).
Enrollment limited. Fall, S. Naftilan.
102. Intermediate Electricity and Magnetism. An upper division course in
electrodynamics using analytical, but emphasizing numerical techniques to solve
problems. Topics include electrostatic solutions using Laplace’s and Poisson’s equations,
polarization, magnetostatics, magnetization, Maxwell’s equations, electromagnetic waves
and electromagnetic radiation. Prerequisites: Physics 34, or both semesters of the AISS
course; Physics 100 or equivalent, Math 32 or permission of instructor. Spring, S. Jensen.
105. Computational Partial Differential Equations. A survey with examples of modern
numerical techniques for investigating a range of elliptic, parabolic, and hyperbolic
partial differential equations central to a wide variety of applications in science,
engineering, and other fields. Prerequisites: entry-level programming, differential equations,
scientific computing or equivalent courses, or permission of instructor. Spring, J. Higdon.
106. Introduction to Circuits and Applications. An introduction to modern electronic
circuit theory and practice for the engineering or science student. Topics include electrical
measurement devices, semiconductor properties, and circuits using diodes and
transistors. Both analog and digital circuits will be covered. Operational and differential
amplifiers will be built. Prerequisites: Physics 33, 34, or both semesters of the AISS
course. Enrollment limited. [not offered 2007-08]
107. Materials Science. An introductory examination of materials and their properties.
Topics covered include: atomic packing and crystal structure, elastic and plastic
deformation of metals, strengths of materials, ceramics, polymers, electric properties of
semiconductors, piezo-electricity, paramagnetism and ferromagnetism. Prerequisites:
Physics 33, 34, or both semesters of the AISS course. Enrollment limited.
[not offered 2007-08]
108. Programming for Science and Engineering. A comprehensive introduction to
programming using MatLab, the primary programming language of scientific and
engineering computations. Topics include control constructs, internal and external
procedures, array manipulations, user-defined data structures and recursions. These
elements are used to develop some computational techniques needed in engineering. No
prior computing experience required. Enrollment limited. Fall, J. Higdon.
114. Quantum Mechanics: A Numerical Methods Approach. Introductory upper level
quantum mechanics using analytical, but emphasizing numerical methods to solve
problems. Both Shrödinger’s wave mechanics and Heisenberg’s matrix formulation of
quantum mechanics are used. Topics include: eigenvectors and eigenvalues tunneling,
Koenig-Penney model, harmonic oscillator, WKB approximation, spin and Pauli matrices,
hydrogen atom and Hatree-Falk approximation, Dirac notation, eigenvalue perturbation
method: non-degenerate, degenerate and time-dependent, Fermi’s Golden rule and
variational approximation. Prerequisites: Math 111 (CMC), Physics 100, or equivalent or
by permission of instructor. [not offered 2007-08]
115. Statistical Mechanics with Numerical Approach and Application. This course
covers, at the junior-senior level, statistical mechanics and thermodynamics. Standard
topics include the laws of thermodynamics, kinetic theory, classical statistical mechanics
and its connection to thermodynamics, quantum statistical mechanics and its
applications. In addition, numerical techniques are implemented, and used to solve
realistic thermodynamics problems in the computer lab. Prerequisites: Physics 33, 34, or
both semesters of the AISS course, Physics 100 or equivalent; Mathematics 111.
Enrollment limited. [not offered 2007-08]
188L. Senior Research Thesis in Physics. (See special description at end of Science section.)
190L. Senior Experimental Thesis in Physics. (See special description at end of Science
section.) Letter grades only, Staff.
191. Senior Library Thesis in Physics. (See special description at end of Science section.)
265
199. Independent Study in Physics. Students who have the necessary qualifications, and
who wish to investigate in depth an area of study not covered in regularly scheduled
courses, may arrange with a faculty member for independent study under his or her
direction. A limited opportunity open to all students with permission of instructor. Full or
half-course. First or second semester. Time arranged. The faculty and the areas in which
they are willing to direct independent study are given below. Fall/Spring.
S. Gould: Scanning probe microscopy; physics of sports.
J. Higdon: Astrophysics, fluid dynamics, biophysics.

266 SCIENCE
A. Landsberg: Nonlinear systems; pattern formation, bifurcation theory, chaos, Josephson
Junctions.
S. Naftilan: Binary stars, stellar atmospheres, cool stars.
188L. Senior Research Thesis in Biology, Chemistry, or Physics. Seniors may apply to
do laboratory or field investigation with a faculty member. The topic should be chosen by
the end of the junior year. In this course, library and lab materials are developed, research
begun, and seminar discussion held with faculty members and students in the major
field. (This is the first course for students doing a two-semester senior project).
Laboratory fee: $50. Fall/Spring, Staff.
190L. Senior Experimental Thesis in Biology, Chemistry or Physics. Senior laboratory or
field investigation research is culminated and results are summarized in a written thesis
and formal presentation. This is the second-semester course for those doing a twosemester
research thesis. Laboratory fee: $50. Fall/Spring, Staff.
191. Senior Library Thesis in Biology, Chemistry, or Physics. An extensive library
research thesis required of all majors in science who are not completing 188L/190L.
Students are required to complete both a substantive written thesis and make a formal
presentation. There is no laboratory or fieldwork component. Students doing a onesemester
library thesis register for this course during the semester in which the thesis is
written and due. Fall/Spring, Staff.

268 SCIENCE, TECHNOLOGY AND SOCIETY
SCIENCE, TECHNOLOGY AND SOCIETY
Science, Technology and Society
Science, Technology, and Society (STS) is an interdisciplinary field that studies: (1) the
conditions under which the production, distribution, and utilization of scientific
knowledge and technological systems occur, and (2) the consequences of these activities
upon different groups of people. The disciplines out of which STS emerged were the
history and philosophy of science and technology, science and technology policy studies,
and sociology, and these origins shape the primary modes of analysis in STS. More
recently, anthropology, literary studies, and cultural history have all left their mark in
fundamental ways on STS. The intercollegiate program brings together courses taught in
a variety of departments. It is divided into three principal areas: History of Science and
Technology; Philosophy of Science and Technology; and Political, Cultural, and Social
Perspectives on Science and Technology. The latter covers such topics as national science
policy, how science and technology affect people, and how computers affect society, as
well as more specific subjects such as the Internet, pollution, and genetic engineering.
Students majoring in STS are well prepared to pursue graduate study in related field and
also have a solid foundation for work as science journalists, policy researchers and
advisers, science educators, and advocates of change around issues such as gender and
science, renewable energy, and the social effects of the information revolution. In
addition, STS is an excellent academic background for students intending to pursue
careers in medicine, law, business, and education. Professor Richard Worthington
(Pomona), Coordinator.
Pitzer advisers: J. Grabiner, T. Ilgen, B. Keeley, D. Segal, S. Snowiss, A. Wachtel; A.
Zanella (Jt. Science).
Requirements for the Major
A. Core Courses in the three broad areas of STS:
1. History of Science and Technology (two of the following): STS 80 (Science and
Technology in the Ancient and Medieval Worlds); STS 81 (Science and Technology
in the Early Modern World); STS 82 (Science and Technology in the Modern
World).
2. Philosophy of Science and Technology: (Normally be met by taking Phil 103.)
3. Political, Cultural, and Social Perspectives on Science and Technology (one course).
This requirement will normally be met by STS 1 (Introduction to Science,
Technology, and Society); or STS 25 (Technology and People); or Politics 190
(Pomona); or HMC Anthropology 111 (Introduction to the Anthropology of Science
and Technology).
B. All STS majors must take at least five (5) courses in sciences and mathematics, of which
at least one must be a mathematics course at the level of first-semester calculus or higher
(this requirement may be fulfilled by taking an advanced course in statistics or principles
of computing). Three (3) of the remaining four (4) courses in the natural sciences (which
may include physiological psychology) must be taken in one discipline, and at least one
must have a laboratory requirement. No more than two (2) Joint Science courses listed as
“Natural Science” may be used in fulfillment of this requirement. In exceptional cases,
sufficiently advanced mathematics courses may be substituted with the adviser’s
approval for any but the laboratory science course.
C. All STS majors must take at least five (5) additional STS courses. Three (3) of these
must be chosen, after consultation with their advisers, within one of the three areas of
STS, as defined in (A), and so that these courses provide depth of knowledge in a welldefined
field. Two others may be in any area of STS and may include a senior thesis if
elected by the student.
D. The final required course is the integrative seminar (STS 190), which is given in the fall
of each year (all students must have completed the core courses before taking the seminar).
269
Minor: The minor in Science, Technology and Society will normally consist of seven
courses, except for students majoring in science, mathematics, or computer science, for
whom it will consist of six letter-graded courses:
For all students:
1. STS 1 (Introduction to Science, Technology and Society).
2. Two (2) courses from STS 80, 81, 82 (History of Science).
3. Philosophy 103 (Philosophy of Science and Technology).
4. One course from:
STS 25 (Technology and People)
POST 184 PZ (Science, Technology and Politics)
Anth 111 HMC (Introduction to Anthropology of Science & Technology)
POLI 136 PO (Politics of Environmental Action)
5a. For students not majoring in science, mathematics, or computer science: A one-year
sequence of science courses in which the first is prerequisite to the second. (In
mathematics, the courses must be at the level of calculus or above.) For example:
Biology 43-44; Chemistry 14-15; Chemistry 29 plus a course that is a prerequisite;
Math 30-31; Physics 30-31 or 33-34. AP credit will not be accepted for the minor.
5b. For students majoring in science, mathematics, or computer science who will
already have the science background mentioned in 5a: One more course in Science,
Technology, and Society chosen by the student from the courses listed in the STS
section of the Pitzer catalogue.
Honors: Students who complete a thesis of honors quality will be recommended to the
College for Honors if they will graduate with a GPA of at least 3.5 within the major,
and an overall GPA of at least 3.5. The thesis adviser and the Pitzer STS adviser
will determine whether the thesis is of honors quality. If the thesis adviser is also
the Pitzer adviser, then a second STS faculty reader will help determine whether
the thesis is worthy of honors.
Core Courses
1. Introduction to Science, Technology, and Society. General introduction to the
interactions among science, technology, and society. Examines different concepts of
rationality and the values that underlie scientific and technological endeavors. Evaluates
the role of value conflict in technology controversies, such as the social impact of the

270 SCIENCE, TECHNOLOGY AND SOCIETY
SCIENCE, TECHNOLOGY AND SOCIETY
information revolution or responsibility for industrial disasters. (Bhopal, Exxon Valdez, etc.).
Fall, M. DeLaet (HMC).
Soc 25. Technology and People. (See Sociology 25). Spring, R. Volti.
80, 81, 82. History of Science. The conceptual and institutional development of the
scientific enterprise. The changing content of scientific thought in its intellectual context
provides the major focus, but substantial attention is also directed to the relation between
scientific developments and social and economic conditions.
80. History of Science: Science and Technology in the Ancient and Medieval Worlds.
R. Olson (HMC).
81. Science and Technology in the Early Modern World: History of Science,
Renaissance to 1800. Fall, R. Olson (HMC).
82. Science and Technology in the Modern World. R. Olson (HMC).
103. Philosophy of Science and Technology. (See Philosophy 103) Fall, L. Perini (Pomona).
Envs 104. Doing Natural History. (See Environmental Studies 104) M. Herrold-Menzies.
111. Introduction to the Anthropology of Science and Technology. An introduction to
science and technology as cultural phenomena, this course is a hands-on initiation to
anthropology. While applying basic anthropological methods in the academic
environment, students gain an understanding of science and technology as culturally,
socially, and historically specific ways of constructing knowledge. In other words, rather
than taking for granted the ways in which we make knowledge, this course makes those
ways “strange.” M. DeLaet (HMC).
IIS 113. Science, Politics, Alternative Medicine. [See International Intercultural Studies 113].
Spring, S. Snowiss.
Envs 162. Gender, Environment & Development. [See Environmental Studies 162] Fall,
M. Herrold-Menzies.
Politics 190. Politics and Community Design. The design of things like cars, software,
buildings, and cities is normally thought to be the exclusive province of highly trained
professionals, such as architects and engineers. This course examines design as a political
activity, with special emphasis on community efforts to create safe, prosperous and
livable spaces. R. Worthington (Pomona).
190. Senior Integrative Seminar. Students read and discuss seminal and provocative works on
STS. Each student conducts independent project in area of interest and competence. Discussions
of research in progress, oral presentations of final product, written paper. Staff (Pomona).
191. Senior Thesis. Exercise in thought, research, and effective prose writing, in which
senior students are expected to demonstrate competency in working with select data,
ideas, techniques, and sources that characterize and inform their major area of study
within STS. Staff.
199. Independent Study. Staff.
History of Science and Technology
Anth 110. Knowledge, Belief, and Cultural Practices. Staff (HMC).
Anth 153. History of Anthropological Theory. E. Chao.
Astr 6. Archeoastronomy and World Cosmology. B. Penprase (Pomona)
Econ 155. History of Economic Thought.
Geol 125. Earth History. S. Davies-Vollum (Pomona).
Hist 16. Environmental History. A. Wakefield.
Math 1. Mathematics, Philosophy, and the Real World. J. Grabiner.
Math 108. History of Mathematics. J. Grabiner.
Philosophy of Science and Technology
Phil 38. Bioethics. (Pomona).
Phil 40. Ancient Philosophy. Fall, R. McKirahan (Pomona).
Phil 130/Psyc 130. Controversies in Human Evolution. D. Moore/B. Keeley.
Phil 157. Environmental Ethics. (CMC).
Political, Cultural, and Social Perspectives on Science and
Technology
Bio 68L. Discovery, Innovation and Risk: Structures. (Also Chem 68L). N. Copp/A.
Zanella (Jt. Science).
Bio 69L. Discovery, Innovation and Risk: Energy. (Also Chem 69L). N. Copp/A. Zanella
(Jt. Science).
Bio 71. Biotechnology. D. Sadava (Jt. Science).
Bio 159. Natural Resource Management. E. Morhardt (Jt. Science).
CS 10. Introduction to Computing. Staff (Pomona).
Econ 171. Environmental and Resource Economics. (CMC)
Engr 201. Economics of Technical Enterprise. D. Remer (HMC).
Engr 202. Engineering Management. Staff (HMC).
Envs 10. Environment and Society. M. Herrold-Menzies.
Envs 147. Community, Ecology, and Design. P. Faulstich.
Envs 148. Ethnoecology. P. Faulstich.
Hist 179. Disease, Identity and Society. A. Aisenberg (Scripps).
Jpnt 176. Modern Japanese Literature for Science Lovers. K. Kurita (Pomona).
Math 10E. Quantitative Environmental Decision Making. Staff (Pomona).
Math 10G. Mathematics in Many Cultures. J. Grabiner.
Phys 17. Physics in Society. T. Moore (Pomona).
Phys 80. Topics in Physics. (HMC).
271

272 SCIENCE, TECHNOLOGY AND SOCIETY
Pol 135. Policy Implementation and Evaluation. R. Worthington (Pomona).
Pol 138. Organizational Theory. R. Worthington (Pomona).
Post 162. The Year 2012: Utopia or Oblivion. S. Snowiss.
Post 176. Environmental Policy. K. Purvis-Roberts.
Post 181. The Politics of Water., J. Sullivan.
Post 184. Science, Technology, and Politics. T. Ilgen.
Post 197. Science, Politics and Alternative Medicine. Spring, S. Snowiss.
Psyc 76. The Psychology of Health and Medicine. (Pomona).
Psyc 190. History and Systems of Psychology. J. Lewis.
Soc/Econ 10. Cars and Culture. R. Volti.
Soc/Econ 13. Economy and Society. R. Volti.
Soc 55 Population Trends and Issues. J. Grigsby (Pomona).
Soc 89A. Environmental Sociology. A. Roth (Pomona).
Soc Sc 147. Enterprise and the Entrepreneur. (HMC).
STS 113 Science, Politics, and Alternative Medicine. Staff.

274 SOCIOLOGY
SOCIOLOGY
SOCIOLOGY
The Sociology major is designed to help students develop an understanding of and an
appreciation for the principal sociological perspectives, theories, and research
methodologies of the discipline. Sociologists study people and their relationships in social
and cultural contexts, as well as analyze those social institutions and structures of power
involved in the shaping of human experience.
Pitzer Advisers: D. Basu, J. Calderón, P. Nardi, E. Steinman, K. Yep, P. Zuckerman
Most of our sociology courses are organized in two broad categories: foundation courses
that are fundamental to the discipline of sociology (Category A) and courses that address
social issues and social policies (Category B). Courses numbered over 100 are considered
upper division courses and they have prerequisites or require the permission of the
instructor [see individual course descriptions]. Another set of courses (Category C), open
only to senior majors, is designed to allow students to practice the craft of sociology by
engaging in an original research project (quantitative, qualitative, and/or theoretical).
Students will normally complete the research as part of the requirements of the Senior
Seminar (199a). Another option is to complete a research project or thesis as an Advanced
Independent Research Study (199b) under the direction of a Pitzer sociology faculty member.
Requirements for the Major
Students who wish to graduate with a full major in sociology must satisfactorily complete
a minimum of ten graded courses:
1. The introductory course: Sociology 1
2. One theory course: Sociology 110 or 112 [students who are considering graduate
work in sociology or a related field such as social work are strongly encouraged to
take both theory courses]
3. Two methods courses: Sociology 101 and Sociology 102 [students in the Ontario
Program may use the methods course taught in that program in place of Sociology
102, and any Statistics course can be used to fulfill Sociology 101]
4. Two other courses from Category A
5. Three courses from Category B, two of which must be upper division
6. One course from Category C
Independent studies cannot be used to fulfill these requirements.
Minor: Students who wish to graduate with a minor in sociology must satisfactorily
complete six graded courses:
1. Intro course-Sociology 1
2. One theory course: Sociology 110 or 112
3. One methods course: Sociology 101 or 102 [If a student has already taken a
statistics course in another field, then either the qualitative course (102) or any
other sociology course should be substituted]
4. Two courses from Category A
5. One course from Category B
275
Independent studies cannot be used to fulfill these requirements.
No more than three courses can be counted to fulfill the requirements in another major or
minor, or be transferred from another institution.
Double Major: Students must complete the requirements of both majors, including any
theses or honor requirements. Normally, no more than two courses can be counted to
fulfill the requirements in both fields.
Combined Major: Students who wish to graduate with a combined major in sociology
must satisfactorily complete eight graded courses: Soc. 1; either Soc. 110 or 112; both Soc.
101 and 102; three courses from Categories A and B; one course from Category C.
Normally, no more than two courses can be counted to fulfill the requirements in both fields.
Honors: Students who have a minimum GPA (cumulative and in sociology) of 3.5 may
request that their senior research project be considered for honors. Two sociology faculty
members must evaluate the research project and make a recommendation to the
Sociology Field Group. In the case of combined majors, one faculty member from each
field must evaluate the project. Eligible students should begin thinking about an honors
thesis at the end of their junior year, and discuss their ideas for a thesis with two faculty
members at the beginning of their senior year.
A. Foundations of Sociology [prerequisites in brackets]:
1. Sociology and Its View of the World
14. Social Stratification
34. Sociology of Education
35. Race and Ethnic Relations
36. Sociology of Deviance
40. Introduction to Urban Sociology
59. Sociology of Gender
70. Media and Society
91. Political Sociology
101. Quantitative Research Methods [Soc. 1]
102. Qualitative Research Methods [Soc. 1]
110. History and Development of Sociological Theory I. [Soc. 1]
112. History and Development of Sociological Theory II. [Soc 1]
114. Sociology of Religion [Soc. 1]
115. Sociology of Law
122. Sociology of Health and Medicine [Soc. 1; at least sophomore standing]
153. Sociology of Work and Occupations [Soc. 1]
156. Sociology of the Family [Soc. 1]
B. Social Issues and Policies
3. Transatlantic Black/Asian Film, Literature and Sociology
10. Cars and Culture
13. Economy and Society
25. Technology and People
28. Sociology of Aging
29. Sociology of Death & Dying
30CH. Chicanos in Contemporary Society
COST 33B. Sociology of Health Care in Costa Rica

276 SOCIOLOGY
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42. Framing Urban Life
44CH. Latino Migration to the U.S.
46. Sociology of Immigration
64. LGBT Social Issues
67. Sociology of Knowledge
69. The News: Politics & Power
71. Sociology of Popular Music
75. Global Media and Culture
76. Film & Society
78. Indigenous Peoples of the Americas
79. Scandinavian Culture & Society
82. Race, Inequality and Politics of Education
84. Non-Violent Social Change
87. Sociology of Developing Areas
92. Street Gangs and Urban Politics
Ont 101. Critical Community Studies
111. Alternative Modes of Social Organization
124. Race, Place, and Space
125. Urban Studies
134. Urban Life in Los Angeles [Soc. 40]
135. Comparative Immigration [Soc. 1]
137. Sociology of Everyday Life
142. Transatlantic Black and Asian Experience
145CH. Restructuring Communities [Soc. 30CH]
147AA. Asian Americans and Sport
152. Politics of Gender: Science, Medicine, & Technology
155CH. Rural and Urban Social Movements [Soc. 1]
158. Global Diasporas
160. Collective Memory
165. Secularism and Critique of Religion
175. Fieldwork in Health Care [Soc. 122]
178. Social Movements Face the New World Order
179. Social Movements through the Present
181. Violence in Intimate Relationships [some prior work in social sciences]
190. Sociology of Arab-Israeli Conflict
191. Sociology of the West Indies
C. Practicing the Craft of Sociology:
199a. Senior Seminar
199b. Advanced Independent Research Study or Thesis
1. Sociology and Its View of the World. An introductory course in sociology concerned
with what the discipline of sociology does, how it views the world, its differences from
and similarities to other social sciences, and the various sub-fields of sociology. The main
themes pursued will be the comparison of social structures, social change, power and
authority, social organization, and the individual and society. This course is required for
all upper-division work (course numbers 100 and above) in Sociology. Fall, A. Mezahav, P.
Zuckerman/Spring, E. Steinman.
3BK/ASAM. Transatlantic Black/Asian Film, Literature, and Sociology. Organized as a
film festival series, this course explores Black and Asian transatlantic immigrations,
histories, and representations via film and popular culture. The course employs film,
cultural criticism, sociological literature, and guest speakers/directors as core materials
for examination and discussion. D. Basu/L. Harris. [not offered 2007-08]
10. Cars and Culture. More than any other object, the automobile reflects 20th century
values and aspirations. In this course we will explore the place of the automobile in
contemporary culture. We will consider how it has been shaped by economic, political,
and social forces, and how it has itself been an economic, political, and cultural force.
Enrollment is limited. R. Volti [not offered 2007-08]
13. Economy and Society. The social and cultural dimensions of economic structure and
behavior are presented in this class. The class will begin with a historical narrative of
economic change and will be followed by an examination of economic organization and
distribution. The course will conclude with a consideration of possible interactions of
economic and social change in the future. R. Volti. [not offered 2007-08]
14. Social Stratification. This course examines conflicting perspectives on the nature,
causes, and consequences of social stratification and inequality. Attention is paid to how
individuals and groups are differentiated, ranked, and evaluated. Enrollment is limited.
Letter grades only. Spring, J. Calderon.
25. Technology and People. This course explores the social causes and consequences of
technological change. It will present theoretical approaches to the study of technology in
conjunction with studies of particular aspects of work, communication, warfare, and medicine.
No particular technical expertise is needed: students should simply have an interest in the
social, political, economic, and cultural dimensions of technological change. Spring, R. Volti.
30CH. Chicanos in Contemporary Society. Sociological analysis of the theoretical and
methodological approaches used to study Chicano communities. The course offers an
overview facing Chicanos in the U.S. society including issues on immigration, employment,
family, ethnicity and identity, education, politics, and health. [not offered 2007-08]
34. Sociology of Education. This course explores the role of education in society.
Drawing from the work of Paulo Freire, bell hooks, and Michael James, students will
interpret various educational paradigms in relation to inequality, race, geography, class,
gender, and sexuality. As part of a social documentation project, students will research
the use of “popular education” in social movements. Prerequisites: ASAM 150 or 60CH,
or GFS 61CH, or 10BK or written permission. K. Yep. [not offered 2007-08]
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35. Race and Ethnic Relations. This course examines major concepts and theories in the
study of race and ethnic relations. Attention is given to the social construction of race as it
relates to interethnic conflict, immigration patterns, and the intersections of class, race,
and gender. Enrollment is limited. Letter grades only. Spring, J. Calderon.

278 SOCIOLOGY
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36. Sociology of Deviance. Nonconformity & norm-violation can be dangerous, noble, or
bizarre. Either way, deviance poses serious challenges to sociological analysis. How do
we explain why some go against the grain? Who decides when behavior is good/bad?
Wrong/right? Moral/evil? Theories of deviance and contemporary issues will be explored.
P. Zuckerman. [not offered 2007-08]
40. Introduction to Urban Sociology. An introductory course to urban sociology, that
examines urbanization and urbanism. It looks at the causes and consequences of these
processes in order to demonstrate how environmental considerations converge and
interact with the factors of class, race, gender, lifestyle, economics, politics, and culture.
The course is aimed to acquaint students to the history, theories, and applications of
urban sociology in contemporary society. D. Basu [not offered 2007-08]
44CH. Latino Migration to the U.S. This course provides a broad overview of
international migration to the United States, paying particular attention to Latin
American migrants. The course attempts to understand what life is like for Latinos
involved in migration to and from the United States. Attention is given to the diversity of
today’s Latino migrants—their social origins and contexts of existence and their
adaptation experiences and contexts of incorporations. [not offered 2007-08]
46. Sociology of Immigration. This course is a comprehensive overview of the key
current and empirical debates in the study of international immigration. The course will
primarily focus on the sociology of contemporary immigration to the United States
including history, the causes and consequences of immigration and patterns of economic
and social adaptation. [not offered 2007-08]
59. Sociology of Gender. Some argue that gender determines how much individuals are
paid, how beer is marketed, and how much violence people endure. From cultural
production to social policy issues, students will examine how gender is constructed in the
context of inequality and in relation to race, class, geography, generation, and sexuality.
Students will combine theory and practice by engaging with the community-at-large.
K. Yep. [not offered 2007-08]
GFS 60. Women in the Third World. (See Gender and Feminist Studies 60). Fall, M. Soldatenko.
MS60/SOC60. Transnational Migrations and Circulations. How do immigration laws,
air travel, international money orders and couriers shape the experience of communities
in which the majority of working adults living in the North? How do these communities
use media to maintain connections across an international border? Students will
collaborate with a class at the Universidad Autónoma de Yucatán. J. Lerner and J.
Calderon. [not offered 2007-08]
64. LGBT Social Issues. The debates about gays, lesbians, bisexuals, and transgendered
people include questions about media images, hate crimes, social movements and
politics, religion, the military, relationships and marriage, gender roles, and health. We
explore the historical changes, focus on the contemporary issues, and discuss social
change. Spring, P. Nardi.
70. Media and Society. This course will be a critical exploration-on both the “personal”
and the “objective” level-of the phenomenon conventionally labeled “mass
communication,” and how it constructs meanings and images. We will examine the
origin, history, and functions of “mass communication,” including such media as films,
television, newspapers, and computers, and its pervasive effects on our social life.
Enrollment is limited. [not offered 2007-08]
71BK. Sociology of Popular Music. In seminar we treat music, its culture, and its
consumption and production as important sites for the mediation of social categories
such as race, class, gender, sexuality, nationhood and identity. We cover basic concepts in
the study of popular music with particular emphasis on punk, hip hop, house and
reggae/dancehall; invisible communities in musical subcultures; how music creates a
sense of community through language, performance practices, technology and performance;
the dynamics of global/local circulation, creation and consumption of music; the political
economy of music production; the cultural politics and the burdens of representation of
Black music; and musical meanings and value in post-colonial societies. Fall, D. Basu.
75. Global Media and Culture. This course explores how the process of globalization is
transforming media internationally, with a particular emphasis on audio-visual media. It
also examines the impact of new technologies, especially the Internet, on global
communications. Emphasizing the transnational context of media and culture, the course
approaches global media and cultural production from a range of theoretical frameworks
relevant to media and cultural production from a range of theoretical frameworks
relevant to contemporary media-from liberalism to political economy to cultural studies.
How do we make sense of the rapid flow of global consumer culture across national borders.
A. Mezahav. [not offered 2007-08]
78. Indigenous Peoples of the Americas: Colonization, Identity, Resistance. This course
will critcally examine the experience of the indigenous peoples in the context of the
European and Euro-American expansion. The focus will be on processes of institutional
change, ethic group formation, and collective action under colonialism. While the
predominant focus will be on indigenous people in the U.S., the course will also analyze
developments elsewhere in North, Central, and South America. Fall, E. Steinman.
79. Scandinavian Culture and Society. This is a general introduction to Scandinavia. We
will look at various aspects of Scandinavian society and culture: politics, history, art,
economics, film, etc. Fall, P. Zuckerman.
Asam 82/Lgcs 82. Race, Ethnicity and the Politics of Teaching. This class examines how
race and ethnicity are constructed in schooling from sociological, linguistic, and ethnic
studies standpoints. Specifically, we will discuss how race and ethnicity are constructed
in schooling and ways teachers/educators may refine their pedagogies in relation to race
and ethnicity. Students will do a research project. Fall, C. Fought/K. Yep.
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280 SOCIOLOGY
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84AA. Nonviolent Social Change. Asian American Studies emerged out of the longest
student strike in the history of the United States. The third world liberation front used
nonviolent social protest to call for educational relevance and greater access to higher
education. This class takes a comparative racial approach to examine the history,
philosophy and practice of nonviolent social change. Linking the local and global, this
course draws from case studies in the India, South Africa, Chile, Poland, United States
and Vietnam. Fall, K. Yep.
87. Sociology of Developing Areas. The past two decades have seen major policy
changes in both developed and developing countries, shifts broadly defined as
liberalization or, more commonly, globalization. At the same time, there seems to be an
even greater gap between the social realities of people living in developing countries and
those of us in the first world. In this course we explore those realities and try to
understand the causes and effects of globalization on people and institutions in
developing countries. A. Mezahav. [not offered 2007-08]
91. Political Sociology. This course identifies key issues and debates concerning the
distribution of power and consequent political processes in modern societies. Topics to be
discussed include: theories of the distribution of power in modern societies; capitalism
and class; state development and state formation; political identities and processes of
legitimation; political representation and political incorporation; parliamentarianism and
corporatism; the displacement of states as sites of political action, and new social movements.
A. Mezahav. [not offered 2007-08]
92. Street Gangs and Urban Politics. Lectures, extensive readings, videos and site visits.
Focus on the emergence of street gangs in the past generation [1965-2000], their causes
and nature, the debate over public policy towards them, the resulting impact on public
opinion, urban budgets, and electoral politics. See Hayden, Street Wars [2005 paperback
edition], Rodriguez, La Vida Loca, Gilligan, Violence, for sample readings. T. Hayden.
[not offered 2007-08]
93. The Sixties Now. Class will introduce students to the still-contested meaning of the
1960s era today. The course will explore macro-explanations as to why social movements
erupted with seeming spontaneity around the world during the era. From a menu of
many similar social movements, three or four are of continuing interest, such as the
evolution from Vietnam to Iraq, from the Chicano movement to the immigration debates,
from the civil rights movement to street gangs and hip hop, from anti-poverty to antiglobalization
movements—will be selected for serious attention. Students will research
specific movements to include a master website/timeline detailing a Sixties timeline for
the 50th anniversary beginning Jan. 1, 2010. Fall, T. Hayden.
IIS 95. Engaging Difference. [see International Intercultural Studies 95] Fall/Spring,
K. Dengu-Zvobgo.
101. Quantitative Research Methods. This course introduces sociology students to the
methods sociologists use in analyzing data (using SPSS) and in collecting data: research
designs, survey methods, experimental designs, and content analysis. Prerequisite:
Sociology 1; a basic math course is recommended. For sociology majors only. Fall, P. Nardi.
102. Qualitative Research Methods. In this course students study and apply qualitative
research methods, particularly participant observation and interviewing. Each student
selects a site for study, gathers and analyzes data, and presents formal oral and written
reports on findings. Theoretical and ethical issues involved in conducting field research
are emphasized. Prerequisite: Sociology 1. Enrollment is limited to majors. Fall, J.
Calderon/Spring, A. Stromberg.
110. Classical Sociological Theory. This course examines some of the most influential
and significant thinkers who help shape the discipline of sociology. Strongly
recommended for students considering graduate school. Prerequisite: Sociology 1. Fall,
P. Zuckerman.
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111. Alternative Modes of Social Organization. This course will critically consider
alternative forms of social organization in a number of different institutional domains
(economics, governance and social order, etc.) Students will examine the plausibility of
specific alternatives both a) on their own terms and b) in the present social/global context.
Prerequisite: Sociology 1. Spring, E. Steinman.
112. Contemporary Sociological Theory. We will examine and analyze some of the most
important and provocative social theory produced within the last 50 years. Sociology 110
is recommended but not required. Prerequisite: Sociology 1. Spring, P. Zuckerman.
114. Sociology of Religion. How does religion affect/influence other aspects of society?
How do various aspects of society affect/influence religion? This course will look at
religion sociologically, probing its social construction. Skepticism towards religion may be
difficult/awkward for strong believers. Prerequisite: Any sociology course. Spring,
P. Zuckerman.
GFS 115. Gender, Race & Class Women of Color. [see Gender and Feminist Studies 115]
Fall, M. Soldatenko.
115. Sociology of Law: Power, Rights, and Change. This course will examine how law
both legitimates social inequality and provides a resource for attempts to promote social
change. We will consider how legal rules and legal consciousness serve powerful political
or economic interests, and how legal approaches and the actions of lawyers enable as
well as constrain movements for social justice. Prerequisite: Sociology 1. Fall, E. Steinman.
GFS 118. Gender and Global Restructuring. (See Gender and Feminist Studies 118).
Spring, M. Soldatenko.
122. Sociology of Health and Medicine. An examination of health, illness, and healthcare
providers and institutions from a sociological perspective. Topics to be considered

282 SOCIOLOGY
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include social epidemiology; the socialization, organization, and work of physicians and
other care providers; health illness behavior and experiences of patients; doctor-patient
relationships and cultural competency; and the organization of health services and role of
alternative medicine in the U.S. and other societies. Particularly suitable for students
considering careers in medicine, public health, medical social work, and other healthcare
fields. Prerequisite: Sociology 1; at least sophomore standing. Fall, A. Stromberg.
124. Race, Place, and Space. This course offers an introduction to the processes
underlying social and spatial differentiation, with particular reference to race, gender,
sexuality, and class. We examine how social difference and social inequalities are
constituted through space, not just expressed spatially. Spring, D. Basu.
134. Urban Life in LA. The course considers the lived aspects of the city and the people
who make up urban life. These include problems, issues and strategies facing different
communities in Los Angeles; local politics and political activity; the role of culture and
the symbols and material objects that alter and construct places as a way of expressing
needs and desires. This course examines the processes of urbanization and urbanism in
LA to highlight not only the specific resonance and have implications far beyond its local
context. Prerequisites: Soc. 1 and Soc. 40. D. Basu. [not offered 2007-08]
136. Framing ‘Urban’ Life. The course draws upon a wide range of disciplinary
orientations that examine the theories of urban life and representations of urban places
and their cultures through literature, websites, maps, architecture, photography,
documentary, film, popular art, music, and advertising in local and international cites. It
synthesizes visual and literary analysis of urban history and culture with the political
economy of urbanization to: introduce you to influential works on the city, city cultures
and representations or urban like; provide research skills in visual sociology and its
application to city life and cultures and to simulate and act as a foundation for those
going/returning from the external studies site for Dareeling/Nepal. Spring, D. Basu.
137. Sociology of Everyday Life. Combining microsociology with social stratification,
this seminar analyzes how people create daily actions that reproduce social relations and
mediate social conditions. This upper-division seminar is geared towards creating a
seminar paper to present at an academic conference and/or providing an intellectual
space for those interested in a social science or interdisciplinary doctoral program. As
such please be prepared to talk about potential paper topics for the first class.
Prerequisites: Soc 1, Soc 110, Soc 112. K. Yep. [not offered 2007-08]
142BK. Transatlantic Black & South Asian Experiences. (formerly Soc 41) In this
seminar we explore Black and South Asian culture and social experiences primarily in the
U.S. and the UK using an interdisciplinary approach through scholarship, film,
documentary, literature and music. Topics covered include: Black/South Asian
immigration histories and diasporas; how Black and South Asian identities, scholarship
and cultures articulate transformations in scholarly and popular notions of ‘race’, nation
and culture; the changing context and content of racisms and racialization, critiques of
assimilation and multiculturalism; representations of ‘race’, gender, class, sexuality, and
generation in visual, auditory and written cultural works. Spring, D. Basu.
145CH. Restructuring Communities. (Also Chicano Studies 145CH.) This course
examines how Latino and multi-racial communities are being transformed through
economic restructuring locally and globally. The issues of community building and
participation in the informal economy will be brought to life through a service learning
collaborative with a day labor center in Pomona. Students will work in teams as part of a
partnership with immigrant day laborers, city officials, community leaders, and a
community-based board of directors. Prerequisites Soc. 1 or 30CH. Fall, J. Calderon.
283
147AA. Asian Americans and the Sociology of Sport. Rather than a leisure activity free
of politics, sport is a contested political site. From Ichiro Suzuki to Chinese American
women basketball players in the 1930s, this upper-division seminar uses Asian Americans
and the topic of sport in order to examine the political role of culture in society and
explore social processes such as the intersections of gender, race, and socio-economic
class. Prerequisite: One Asian American or Ethnic Studies course. Fall, K. Yep.
153. Sociology of Work and Occupations. For most adults, work occupies more of their
waking hours than any other activity. This course examines work and occupations in
historical and contemporary contexts, paying particular attention to organizational
structures, technological change, race and gender, changes in skill requirements,
remuneration, labor unions, and processes of professionalization. Prerequisite: Sociology
1 or consent of instructor. R. Volti. [not offered 2007-08]
155CH. Rural and Urban Social Movements. (Also Chicano Studies 155CH.) This course
will examine the emergence of social movements, the process of their formation, and the
varied strategies for their mobilization. Particular attention will be paid to the Chicano,
Civil Rights, Farm Labor, and union movements. Students will draw practical experience
from organizing a memorial and alternative spring break with the United Farmworker’s
Union. Prerequisite: Sociology 1 or 30CH. Spring, J. Calderon.
158. Comparative Diasporas. The mass dispersion of peoples of a common cultural or
national origin is commonly referred to as a diaspora. Our emphasis is on two
interrelated issues: How the linkages that diasporic communities maintain with their
“homelands” impacts the culture, economics, politics, and institutions of the places these
migrants leave behind, and how these linkages change the nature of their “new” home.
Exploring linkages between overseas communities in L.A. and their homelands, we focus
on issues such as the politics of homeland, the dynamics of ethnic and political bonds,
and the increasing role of globalization in migration and movement. Prerequisite:
Sociology 1. A. Mezahav. [not offered 2007-08]
165. Secularism, Skepticism, and Critiques of Religion. Why Debunk Religion? What
are the strongest arguments against religious faith? Why is a skeptical view of religion
important today? Prerequisite: Sociology 1. Spring, P. Zuckerman.

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175. Fieldwork in Health Care. This seminar provides the opportunity for students to
work in health care settings in the Inland Valley or greater Los Angeles area. Seminar
readings and students’ research will address various issues in health care delivery in the
U.S. and other nations. Prerequisite: Sociology 122, Sociology of Health and Medicine, or
equivalent preparation. Enrollment is limited; written permission required. Spring,
A. Stromberg.
178. Social Movements Face the New World Order: The Debate over Globalization.
Lectures, extensive reading. Focus on the “globalization” issue that arose with the end of
the Cold War, and the opposition movements opposing this unipolar ordering of the
world. Discussion of competing scenarios for the distribution of power in the global
political economy [unipolar, multi-polar, un-centered, etc.] See Hayden, ed., The
Zapatista Reader; Davis, Planet of Slums, as sample readings. T. Hayden.
[not offered 2007-08]
179. Social Movements Through the Present. The course will focus on a theoretical
model of how social movements change history and are changed in turn. We will use
several of my own books on the Sixties, the Zapatista Movement, (Irish) ethnicity and
race, in addition to classics like Tom Paine and Niccolo Machiavelli. The course will stress
lots of reading, interactive discussion and some research for papers. Particular focus will
be on the American Revolution, abolitionism, the women’s movement, the labor
movement of the 1930s, the Sixties, and the current conflicts over Iraq and globalization,
between “democracy versus empire.” T. Hayden. [not offered 2007-08]
181. Violence in Intimate Relationships. This course focuses on the correlates and
consequences of violence toward children, spouses, lovers, elderly family members, and
acquaintances. Prevention and treatment strategies are also discussed. Historical and
cross-cultural materials are included, but the emphasis is on contemporary U.S. data.
Students enrolled in the class are required to work several hours a week in a shelter or
other appropriate agency. Prerequisite: previous courses in social sciences (Women’s
Studies and GFS background desirable but not essential). Enrollment is limited.
A. Stromberg. [not offered 2007-08]
190. Sociology of Palestine-Israel Conflict. This course presents the development of the
Arab-Israeli conflict from the end of the Ottoman period to the present. Issues to be
discussed include the social structures of Palestinian and Israeli society, immigration
during and after British rule in Palestine, the Arab-Israeli wars and the peace process
between Arab states and Israel, relationships with the great powers, Israeli and
Palestinian culture, the Palestinian and Jewish diasporas, and religion and state policy
interaction. Prerequisite: Sociology 1; Introduction Political Studies, or other social science class.
Spring, A. Mezahav.
191. Sociology of the West Indies. In the broadest terms, our objective is to introduce
students to the full range of West Indian societies and cultures, then attempt to make
historical and sociological sense of the region as a whole. We will examine common
patterns of socio-economic and cultural adaptation beneath the outward diversity of the
region. Following an introductory overview, Part 1 examines the historical development
of the area. The second part of the course examines the cultural responses to, and
expressions of, the social and historical context previously examines, through case studies
of religion and music. A major theme will be the global context of West Indian societies,
and throughout the course we will use the region to illustrate the costs and benefits of
globalization for the Third World societies, especially ones under the all-powerful
umbrella of America. Spring, A. Mezahav.
199a. Senior Seminar. This is the capstone seminar for senior sociology majors. The
seminar is designed to bring seniors together to discuss and assess their understanding of
the sociological enterprise. We will engage in minor research activities, read & analyze
provocative books, and revisit key sociological issues & controversies. Spring, A. Mezahav.
199b. Advanced Independent Research Study or Thesis. An original research project or
thesis (quantitative, qualitative, and/or theoretical) will be completed that engages senior
sociology students in the practice of sociology. Fall/Spring, Staff.
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286 THEATRE AND DANCE
THEATRE AND DANCE
THEATRE AND DANCE
Faculty: J. P. Taylor, Department Chair; B. Bernhard, L. Cameron, A. Horowitz, T.
Leabhart, S. Linnell, A. Martinez, L. Pronko.
Dance
Dance is an interdisciplinary art form that involves elements of theatre, music, design,
and the visual arts in a variety of cultural contexts. Instruction is available to students
who wish to study dance as one of the liberal arts, as well as to those who aspire to
professional careers in dance performance or related fields. The Dance Program
challenges students to develop concentration skills, observational and analytical abilities,
and capacities for working with broad aesthetic concepts and fine details while
developing their creative instincts. Solid foundations in modern, ballet, composition, and
repertory are designed to build strong technique and a sense of artistic expression, while
exposure to non-Western dance forms encourages students to better understand other
cultures through their performance traditions.
Requirements for the Major in Dance
Within the dance major, there are two areas of emphasis: Performance Studies and
Movement Studies. The performance emphasis, which requires technique study at the
advanced level, culminates in a senior choreography/performance project, while the
movement studies emphasis culminates in a senior project/written thesis which may or
may not involve performance. Although encouraged to take technique throughout their
four years, movement studies concentrators are not required to perform at the advanced
level of technique and are advised to combine their work in dance with other disciplines.
The department also offers a minor in Dance.
Requirements for the Major in Dance:
The following courses are required for all majors:
1. At least one full credit Modern Dance Technique (appropriate level)
2. At least one full credit Ballet Technique (appropriate level)
3. Danc 130: Language of the Body (or SC Danc 103)
4. Danc 160: Anatomy and Kinesiology (or SC Danc 163)
5. Danc 132: History of American Concert Dance or Danc 135: Traditions of World
Dance (or SC Danc 101)
6. Mus 57: Western Music, A Historical Introduction;
7. One full credit non-western theatre, music or dance (i.e., Thea 115D. Theatre and
Dance of Asia; Mus 42A. West African Drumming; Dance; Danc 150. Exploration of
Cultural Styles; Thea 19. Kabuki); and
8. Danc 192. Senior Project
Courses taken to fulfill requirements for the major in Dance must be taken for a lettergrade.
Performance Emphasis: Additional Required Courses
1. Dance 140. Composition (or SC Dance 159 or 160)
2. Dance 180 or 181. Repertory
3. Thea 2. Visual Arts of the Theatre; and
4. Thea 20A or 20B. Theatre Crafts
In addition, Performance majors are required to fulfill two production crew assignments
during their four years.
Movement Studies Emphasis: Additional Required Courses
1. Dance 140. Composition or Dance 180. Repertory
2. Thea 2. Visual Arts of the Theatre or Theatre 20A or 20B. Theatre Crafts
In addition, Movement Studies majors are required to fulfill one production crew
assignment and one teaching or service project during their four years.
Minor: The following courses are required for a minor in Dance:
1. One full credit, intermediate level or above, of Modern Dance Technique (Dance
50a,b; 119a,b; 120a,b; 12a,b; or 122a,b)
2. One full credit, intermediate level or above, of Ballet Technique (Dance 51a,b;
123a,b; or 124a,b)
3. Dance 130. Language of the Body or SC Dance 103;
4. Thea 2. Visual Arts of the Theatre, or Thea 20a or 20b, Theatre Crafts;
5. One full credit of Composition or Repertory (Dance 140, 180, 181, or SC Dance 159)
6. Dance History (Dance 135, 132, or SC Dance 101); and
7. One crew assignment
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Courses (Please refer to Pomona College catalogue for course descriptions.)
10a,b. Introduction to Modern Dance Technique and Theory. Fall/Spring, L. Cameron.
12a,b. Ballet I. Fall/Spring, Staff.
50a,b. Modern Dance Technique II. Fall/Spring, Pennington.
51a,b. Ballet II. Fall/Spring, V. Koenig, guest artists.
119a,b. Modern Dance II Technique and Theory. Fall/Spring, Pennington, guest artists.
120a,b. Modern Dance III Technique. Fall/Spring, Pennington, guest artists.
121a,b. Modern Dance IV Technique and Theory. Fall/Spring, Pennington, guest artists.
122a,b., Modern Dance IV Technique. Fall/Spring, Pennington, guest artists.
123a,b. Ballet III Technique and Theory. Fall/Spring, Staff.
124a,b. Ballet III Technique. Fall/Spring, Staff.
130.The Language of the Body. Fall, L.Cameron.
135. The Traditions of World Dance. Fall, A. Shay.
140a,b. Composition. Fall, L. Cameron
150a,b,c,d. Exploration of Cultural Styles. Spring, Staff.
151a,b. African Modern Dance. Fall/Spring, Staff.
152. Hip-Hop Dance. Fall, Aiken.
153. Intermediate Jazz. Spring, Robles.
160. Anatomy and Kinesiology. Fall, M. Jolley.
165. Somatics. Spring, M. Jolley.
166. Somatics. [Same as 165, but offered as a half-course].Spring, M. Jolley.
170. The Mind in Motion. Spring, M. Jolley.
180a,b. Dance Repertory. Fall/Spring, L. Cameron, guest artists.

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181a,b. Dance Repertory. Fall/Spring, L. Cameron, guest artists.
192. Senior Project. Fall/Spring, L. Cameron.
99/199. Selected topics in Dance. Course or half-course. Fall/Spring, Staff.
Related Courses
Theatre
1. Introduction to Acting.
13. Corporeal Mime.
17. Make-up.
19a. Fundamentals of Kabuki Studio.
Music
65. Introduction to World Music.
Theatre
A joint program offered by the Pomona College Theatre for The Claremont Colleges. The
Pomona College Theatre embodies the liberal arts education. Through the synthesis of
body, mind, and spirit, theatre celebrates the community of world cultures. In an
atmosphere of freedom, discipline, and passion, students, faculty, and staff encounter
intellectually and artistically great creations of the human spirit both in the classroom
and in production.
Theatre at Pomona College serves students from the five undergraduate colleges. It
includes the study of performance, design and technology, dance, directing, theatre
history, and dramatic literature. Theatre students become proficient in devising creative
solutions to complex problems. They also develop sensitivity to the interpersonal
relationships inherent in the collaborative process. Thus, they are prepared for a wide
variety of careers in organizations and enterprises that value these qualities.
While encouraging such development in all its students, the department also prepares
majors for further study on the graduate or professional level. Many graduates of the
department have become successful members of the professional community as actors,
directors, designers, writers, teachers, and administrators. The department presents
several major productions each year. Student performers and production personnel are
drawn from majors and non-majors alike from all five colleges.
Requirements for the Major in Theatre
Theatre majors may choose a General Theatre Emphasis, Performance Emphasis, Design
Emphasis, Dramaturgy/Playwriting Emphasis (history, criticism, theory, and dramatic
literature) or Directing Emphasis.
1. Core courses: a) Thea 1, Introduction to Acting OR Thea 4, Theatre for Social
Change; or Thea 5. Introduction to Chicano Theatre. b) Thea 2, Visual Arts for the
Theatre; c) Danc 10A, B, Intro to Modern Dance Technique and Theory, or
equivalent course; d) Thea 13, Corporeal Mime [1/2 course], OR Thea 19,
Fundamentals of Kabuki [1/2 course], OR Danc 150, Exploration of Cultural Style
[1/2 course]; e) Thea 20A or 20B, Theatre Crafts; f) Thea 110, 111 (Theatre History
and Dramatic Literature); Two of 110, 111, and 112, and 113 series and one of the
115 series [Theatre History]; g) Thea 190, Senior Seminar; h) Thea 191, Senior
Thesis [1/2 course]; and i) all majors must complete four production crew
assignments. Cumulative of up to one full credit is available for these assignments
(52C or 52H, respectively.)
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2. Additional required courses:
a. General Emphasis: Completion of all core courses listed above. Thea 191 must
be taken as full credit.
b. Performance Emphasis: Thea 12, Intermediate Acting; 17, Make-up [1/2 course];
any three courses in the Studio Acting TH 100 series, and TH 192., Senior
Project in Performance.
c. Design Emphasis: Thea 17, Make-up [1/2 course]; 20A and 20B, Theatre Crafts,
(whichever course not taken as part of core requirements above); Thea 80, Scene
Design; Thea 81, Costume Design; Thea 82, Lighting Design; Thea 193, Senior
Project in Design; and Thea 199, Special Projects in Theatre OR Thea 52, Theatre
Production [1/2 course], as an assistant designer.
d. Dramaturgy/Playwriting Emphasis: Any two of the Thea 115 History series not
already taken as part of core requirements; Thea 130, Introduction to Directing;
Thea 140, Writing for the Stage; Thea 141. Dramaturgy, and Thea 194, Senior
Project in Dramaturgy.
e. Directing Emphasis: Thea130, Introduction to Directing; Thea 12, Intermediate
Acting; one of the following design courses: Thea 80 Scene Design, Thea 81,
Costume Design, OR Thea 82, Lighting Design; Thea 140, Writing for the Stage,
or Thea 141. Dramaturgy; Thea 195, Senior Project in Directing; and Thea 199,
Special Projects in Theatre (half-course), as an assistant director. Stage manage a
production. In spring semester of junior year, student must present a portfolio
for approval.
Academic credit is available for students involved in performance and/or production
activities under faculty supervision. (See Thea 51C and Thea 51H, Theatre Performance,
and/or Thea 52C and 52H, Theatre Production).
Students majoring in theatre are expected to participate actively in the departmental
production program, which normally includes four major productions, a dance concert,
and a number of student-directed productions. Theatre majors are also expected to attend
the workshops, lectures, and other events sponsored from time to time by the department
as part of their extra-curricular enrichment. Alexander Technique is an important aid in
actor voice and movement training.
Declared Theatre majors and minors must take all required courses within the major for a
standard A-F grade. P/NC enrollment for these courses is not permitted.

290 THEATRE AND DANCE
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Requirements for a Minor in Theatre:
a) Thea 1, Introduction to Acting, OR Thea 4, Theatre for Social Change; or Thea 5.
Introduction to Chicano Theatre and Performance; b) Thea 2, Visual Arts of the Theatre;
c) Thea 20A or 20B, Theatre Crafts; d) Thea 110 or 111 or 112, or one of the Thea 115
series (History); e) two additional theatre courses, one of which may be the equivalent of
one full course from half or cumulative credit courses in theatre; and f) All minors must
complete two production crew assignments. Cumulative of up to one full credit is
available for these assignments (52C or 52H respectively).
The approval of the minor is determined by the permanent faculty as a whole.
Courses
1. Introduction to Acting. An introduction to basic acting techniques. The basics of voice,
movement, relaxation, text analysis, characterization, and sensory and emotionalawareness
exercises. Detailed analysis, preparation, and performance of scenes. Required
for majors; prerequisite for advanced theatre courses. Fall/Spring, T. Leabhart..
2. Visual Arts of the Theatre. The visual principles underlying the design of theatre
productions; theatre architecture, staging conventions, historic and contemporary design,
environmental theatre. Attendance at professional theatre productions in the L.A. area,
films, slides, readings, and projects in three-dimensional design. Prerequisite for
advanced theatre courses. Fall/Spring, S. Linnell, J. Taylor.
4. Theatre for Social Change. Creating activist theatre from a feminist point of view to
explore current theoretical positions, problems and practice in conjunction with local
community groups working for social justice. Participatory internship. Fall, N. Bowles.
5. Introduction to Chicano Theatre and Performance. Introduction to fundamentals of
acting and performance using Chicano Theatre as the historical, aesthetic, and theoretical
source. The class, taught in a workshop style seminar format, also looks at the “realistic”
acting methodology of Konstantin Stanislavsky to examine its influence and application
in Chicano dramatic texts and performance. Fall/Spring, A. Martinez.
12. Intermediate Acting. Scene study and voice work. Rehearsal and studio performance
of selected scenes. Gain an understanding of the actor’s work of character analysis
through the use of objectives, inner monologues, and character research. Prerequisite:
Theatre 1 or 3, includes Alexander Technique lab and voice. Fall/Spring, A. Martinez.
13. Corporeal Mime. The basic vocabulary of mime: counterweights, figures of style,
walks, and triple designs. Developing mastery of the technique and improvisation with
the form. May be repeated for credit. Half credit. Fall/Spring, T. Leabhart.
14. Corporeal Mime. Same course as Theatre 13, plus reading of critical texts, discussion,
and three brief papers. Full credit. Fall/Spring, T. Leabhart.
17. Make-up. An intensive workshop in design and application techniques of stage makeup.
Course taught from the actor’s and designer’s point of view. Half-course. Fall/Spring,
S. Linnell., Staff.
19. Fundamentals of Kabuki: Studio. A study of the basic patterns of Kabuki dance,
utilizing the Kihon Renshu or fundamental exercises of Hanayagi Chiyo. Half-credit.
Spring, L. Pronko, T. Tomono.
20A. Theatre Crafts: Costumes, Scenery, and Properties. An introduction to the
production areas of the theatre, with emphasis on the theories, materials, and techniques
of creating costumes, scenery, and properties. Production laboratory required. Fall,
J. O’Brien, S. Schultz-Reed, J. Taylor.
20B. Theatre Crafts: Lighting, Sound. An introduction to the technical production areas
of the theatre, with emphasis on the fundamental techniques and equipment of stage
lighting, and the design and technical aspects of theatrical sound. Spring, J. Bastow, D. Ruzika.
291
40. Musical Theatre. [formerly 100F] In this workshop studio production class, students
present solos and scenes from musical theatre for criticism and review. Students will
receive essential and elementary training required to perform in musicals and enhance
musical interpretation. Focus will be on improving natural, clear, and unaffected speech
for efficient vocal support, tone production, vocal quality and articulation, as well as on
truthful and organic interpretive effectiveness. Prerequisite: Thea 1, 4 or 5 or consent of instructor.
[next offered 2008-09]
41. Stage and Theatre Management. This course is an exploration of the materials,
theories and techniques of management as they relate to individual stage productions, as
well as to theatre organizations as a whole. The stage management section will focus on
the critical role of the stage manager in the production process. The theatre management
section will examine management as it relates to the m any types of theatre extant today:
i.e., Broadway and the Commercial Theatre, the Resident Professional Theatre,
Community Theatre, College and University Theatre, and Theatre for Young Audiences.
The course may have a practicum component in conjunction with Pomona College
productions. Full credit. Staff. [next offered 2008-09]
51C. Theatre Performance. Rehearsal and public performance in Pomona College facultydirected
theatre productions. Enrollment dependent upon casting each semester. Onequarter
cumulative credit. May be repeated for credit.. Fall/Spring, T. Leabhart,
A. Martinez, L. Pronko.
51H. Theatre Performance and Pedagogy. Rehearsal and public performance in Pomona
College faculty-directed theatre productions. Paper writing required. Enrollment
dependent upon casting each semester. Half-credit. May be repeated for credit.
Fall/Spring, B. Bernhard, T. Leabhart, A. Martinez, L. Pronko.

292 THEATRE AND DANCE
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52C. Theatre Production Practicum. Participation in the production aspects (scenery,
properties, costumes, lighting, sound, and management) of Seaver Theatre productions.
One-quarter cumulative credit. May be repeated for credit. Fall/Spring, S. Linnell/J. Taylor.
52H. Theatre Production Practicum and Pedagogy. Participation in the production
aspects (scenery, properties, costumes, lighting, sound or management) of Seaver Theatre
productions. Paper writing required. Half-credit. Fall/Spring, S. Linnell/J. Taylor.
53C. Alexander Technique. The Alexander Technique is a pragmatic method for
exploring the basis of human movement, understanding how we interfere with our own
coordination, and how we can change unconscious physical habits. Journals and outside
practice periods are a part of the course. One-quarter cumulative credit. Fall/Spring, S. Robbins.
53H. Alexander Technique and Pedagogy. Same course as 53C with additional
assignments. Half-credit. Fall/Spring, S. Robbins.
54C. Texts in Performance. An exploration of dramatic text through the medium of
performance involving script analysis and rehearsal of texts. Culminates in the public
performance of rehearsed readings and/or low budget productions of selected plays. The
emphasis is on the texts themselves without the trappings of production: scenery,
lighting,, costumes, etc. No acting experience is necessary. One-quarter cumulative credit.
Next offered 2008-09]
54H. Texts in Performance and Analysis. Same course as 54C with additional
assignments. Half-credit. Staff. Next offered 2008-09.
80. Scene Design. An introduction to set design for theatre and related fields of film and
television. The course explores and develops the necessary conceptual, graphic, and
three-dimensional skills involved in the set design process. Play going, project work and
exposure to computer graphics serve to significantly broaden the course experience.
Laboratory required. Spring, J. Taylor.
81. Costume Design. An introductory course for the basic design principles of costume
for both the actor and dancer. Line, shape, color, texture and value provide the basis for
developing both period and contemporary costumes. The course uses analytical and
technical drawing skills to develop costume designs. Students will have the opportunity
to see and critique professional and theatre and dance department productions.
Production laboratory required. Spring, S. Linnell.
82. Lighting Design. An introduction to lighting design for theatre and the related fields
of film and television. Once mastery of lighting equipment is achieved, the course
explores and develops the necessary conceptual and graphic skills involved in the lighting
design process. Play going, project work and exposure to computer graphics serve to
significantly broaden the course experience. Production laboratory required. Fall, J.P. Taylor.
83. Computer Graphics for the Theatre. This course is an exploration of the fast growing
application of computer technology to theatrical production. The course will examine the
wide variety of ways that theatre designers and technicians use computer graphics to
make their work more effective and/or aesthetically pleasing. Working in a computer
laboratory setting, students will use a number of software programs in creating costume
design fields. The course may have a practicum component in conjunction with Pomona
College production. Full credit. Alternate years. [next offered 2008-09]
100A. Acting Studio: Acting for the Classical Theatre. Intensive work on rehearsal and
studio performance of selected scenes from dramatic literature. Primary focus on
representational drama. Continued work on vocal, physical and imaginative skills.
Prerequisite: Thea 1 or 3 and 12. Staff. [next offered 2008-09]
100B. Acting Studio: Acting for the Classical Theatre. Continuation of the scene study
approach with emphasis on presentational plays from major theatrical periods, including
the Greeks, Shakespeare, and Moliere. Prerequisites: 1, 4 or 5, and 12. Spring, A. Blumenfeld.
293
100C. Acting Studio: The Mask in Theatre. Involves equal part theatrical and practical
work. Read Greek plays. Commedia dell arte and modern plays conceived for masks, and
use them in performance of scenes from these three genres. Theories of masked acting
will be studies as they inform performance, with special emphasis on Jacques Copeau’s
research on masks as tools in actor training. Prerequisite: Thea 1,3 or 4 and 12. T.
Leabhart. [next offered 2008-09]
100D. Acting Studio: Acting for the Realistic Theatre. Continuation of the scene study
approach with emphasis on presentational plays from major theatrical periods, including
the Greeks, Shakespeare and Moliere. Prerequisite: Thea 1, 4 or 5 and 12 or permission of
instructor/department chair. Offered on a rotating basis. Fall, A. Blumenfeld.
110. World Theatre and Drama from Origins to 17th Century. A study of major dramas
and dramatic forms from the earliest ritualistic origins to the drama of the 17th century
including Sophocles, Euripides, Sanskrit drama, Zeami and the No, Marlowe, Webster,
Lope de Vega, Calderon and others. Offered on a rotating basis. A. Horowitz. [next offered 2008-09]
111. World Theatre and Drama from Kabuki to Ibsen. The development of new
traditions East and West reading in Moliere, Racine, Congreve, Goldoni, Schiller, Opera,
Kabuki, Bunraku, Peking Opera, Gogol, Ibsen and others. Offered on a rotating basis. Fall, Staff.
112. Theatre and Drama: From Ibsen to the Absurd. The development of modern theatre
from the end of the 19th to the late 20th century. Reading will include “giants” of modern
theatre and some others: Ibsen, Strindberg, Chekhov, Shaw, Pirandello, Brecht, Cocteau,
Anouilh, Sartre, Beckett and Ionesco. Spring, L. Pronko.
113. Contemporary Western Theatre: From the Absurd to the Present. This course will
chart the trajectory of Western theatre from the absurdist movement of the 1960s to the
present. Significant playwrights like Stoppard, Soyinka, Fo Fugard, Friel, Churchill,

294 THEATRE AND DANCE
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Parks, Albee, Wilson and Shepard will be read and analyzed, as will the stage work of
such important artistic practitioners as Peter Brook, Ariane Mnouchline, Robert Wilson,
Giorgio Strehler, Robert LePage, and Elizabeth LeCompte. A. Horowitz. [next offered 2008-09]
115D. Theatre and Dance of Asia. The theatre, drama and dance of Asia, with special
emphasis on the theatre and dance of India. L. Pronko. [next offered 2008-09]
115J. Shakespeare in Performance. The study of early Shakespeare performance
conventions and traditions, examination of some seminal interpreters and productions.
Inquiry into the canon’s evolution over the past 400 years of adaptation and
appropriation by diverse cultures and changing artistic, historical, political, social
climates. A. Horowitz. [next offered 2008-09]
130. Introduction to Directing. Introduction to basic skills and responsibilities of
directing for the stage. Emphasis on detailed text analysis, directorial concept, play
selection, auditioning and casting, design concept, blocking, actor coaching, rehearsal
strategies, and production management. Workshop scenes are presented and evaluated.
Prerequisites: Thea 1, 3 or 4, 2, and 12, or permission of instructor. Spring, B. Bernhard.
140. Writing for the Stage. Introduction to the techniques of creative writing for theatre,
structuring the basic idea, development of character and situation, and rewriting.
A. Horowitz. [next offered 2008-09]
141. Dramaturgy. An exploration of the various roles of the dramaturge with emphasis
on the dramaturge’s obligations to text, production and audience. Inquiry into the
dynamics of the dramaturge’s relationship to playwrights, designers, performers and
directors. Course work will include practical application of research tools and application
of dramatic theory. Offered on a rotating basis. A. Horowitz. [next offered 2008-09]
190. Senior Seminar. A comparative analysis of dramatic and performance theories on
play texts, and performances including the Natyshastra, Zeami, Aristotle, Artaud, Craid,
Boal, Radical Street Theatre, and feminist theatre, among others. Synthesis of student’s
prior work in the perspective of theoretical writings. Seniors only. Fall, B. Bernhard.
191. Senior Thesis. Individually planned reading and writing project leading to the completion
of a critical, analytical, or historical thesis. Full course or half-course. Fall/Spring, Staff.
192. Senior Project in Performance. Individually planned reading, writing, and rehearsal,
leading to the production of a work for public performance. Full or half course.
Fall/Spring, B. Bernhard, T. Leabhart, A. Martinez, L. Pronko.
193. Senior Project in Design. Individually planned reading, creative activity, and
writing centered around the design of a work for public performance. Prerequisite:
permission of instructor. Each semester, S. Linnell, J.P. Taylor.
194. Senior Project in Dramaturgy. Individually planned reading, writing, and creative
activity in the area of dramaturgy leading to the production of a work for public
performance. Offered on a rotating basis. A. Horowitz.
195. Senior Project in Directing. Individually planned reading, creative activity, and
writing centered around the direction of a work for public performance. Each semester, Staff.
99/199. Reading and Research: Special Projects in Theatre. Reading, research, and
production projects. For advanced students only. Prerequisite: permission of instructor.
99, lower-level; 199, advanced work. Full course or half-course. May be repeated.
Fall/Spring, Staff. [Summer Reading and Research taken as 98/198)
295

ACADEMIC POLICIES
ACADEMIC POLICIES
STANDARDS AND REGULATIONS
Graduation Requirements
In order to graduate, students must satisfactorily complete 32 courses (of which at least
16 must be taken while registered at Pitzer), meet the educational objectives of Pitzer
College, including the completion of a major (see p. 38), and attain at least a 2.00 “C”
Grade Point Average (GPA) overall and in their field of major. Grades earned from courses
accepted for transfer credit are not included in the calculation of grade point averages.
Transfer students may not count more than 16 Pitzer equivalent courses taken outside of
The Claremont Colleges toward the 32 required for graduation.
New Resource students may transfer up to 24 Pitzer equivalent courses towards the 32 required
for graduation, however no more than 16 of those can be transferred from a 2-year college.
Graduation Procedures
297
1. The “Major/Educational Objectives” form must be on file in the Registrar’s Office
by midterm of the first semester of the junior year.
2. The “Application for Graduation” form must be on file in the Registrar’s Office by
midterm of the first semester of the senior year.
3. The “Degree Verification” form must be on file in the Registrar’s Office by midterm
of the second semester of the senior year.
Transfer Credits
In order to be eligible for transfer credit, coursework must be completed on the campus
of another regionally accredited college or university in the United States, and a grade of
“C” or better must be earned. A faculty member in the appropriate discipline must
approve each transferred course. Transfer credit approval forms are available in the
Registrar’s Office.
All academic credits (semester and quarter units) transferred into Pitzer College will be
translated into equivalent Pitzer course credits on a cumulative basis according to the
following conversion: four semester units or six quarter units equal one Pitzer course.
Please check with the Registrar’s Office to confirm transfer credit totals.
Transfer credit is not allowed for coursework taken abroad or on the campus of another
U.S. institution while on a leave status during the fall or spring semester. Approval of
transfer credit must be obtained from the Study Abroad office prior to coursework taken
abroad during the fall or spring semester. Transfer credit for work done abroad during
the summer may be granted credit when prior approval is obtained from the appropriate
field group and the Registrar’s Office.

298 ACADEMIC POLICIES
ACADEMIC POLICIES
Of the 32 courses required for graduation, no more than 16 Pitzer equivalent courses will
be accepted as transfer credit. New Resources students may transfer up to 24 Pitzer
equivalent courses, with a maximum of 16 Pitzer equivalent courses from a two-year
institution. Transfer credit does not calculate into a student’s Pitzer GPA. Courses
approved for transfer credit may not be used to fulfill more than half of a student’s major
or minor requirements. Individual field groups may stipulate more stringent
requirements for majors and minors. Petitions to deviate from field group regulations
must be approved by the field group.
Changes in Major Requirements
Students are bound by the major requirements which are in force (as stated in the
catalogue) at that point when they formally declare their major. If changes are
subsequently made in the major requirements, students may choose to satisfy either the
old or new requirements upon consultation with their major advisers.
Preregistration and Registration
Preregistration occurs toward the end of each semester for the following semester.
Students must consult their faculty advisers during preregistration and registration
periods. Registration is complete when students have completed and secured adviser
approval, in writing, of the necessary registration material, including a course list, when
the registration form has been processed by the Registrar’s Office, and when the student
has paid tuition and other fees. Students who do not enroll by the applicable deadline are
assessed a late fee. It is presumed that students in residence who fail to preregister are
not returning to the College.
Enrollment in Courses Offered by Other Claremont Colleges
Academic interchange among the undergraduate Colleges and The Claremont Graduate
Institutions provides opportunities for curricular enrichment and active membership in
the wider community of The Claremont Colleges.
Students may register on their own campus for courses open to them in the other
Claremont Colleges, subject to the following conditions:
a) First-year students normally register for their entire program at their college of
residence for the first semester. Exceptions may be made in fields of study not
available at their own college. During the second semester, first-year students may
register for one course outside their college of residence.
b) Sophomores normally may register for no more than one course per semester
outside the college of residence.
c) Juniors or seniors normally may register for no more than one-half of their total
program in any one semester outside the college of residence.
d) Registration for courses in joint programs are not considered outside registrations.
Intercollegiate courses designated by the letters “AA,” “BK,” “CH” or “G” affixed
to the course number are counted as Pitzer courses.
e) Exceptions to the above must be approved by the faculty adviser.
299
Courses taught in the following joint programs do not count as off-campus courses even
if they are taught on other campuses: American Studies; Art History; Asian Studies; Asian
American Studies, Black Studies; Chicano Studies; Classics; Media Studies; Gender and
Feminist Studies/Women’s Studies; Languages; Linguistics; Mathematics; Music;
Philosophy; Religious Studies; Science; Science, Technology, and Society; and
Theatre/Dance.
Course Load
The equivalent of four courses each semester is the normal student load. Three to five
courses is the permissible range during any given semester, and ten courses during any
one academic year. However, a tuition surcharge of $220 will be made for each course
over five per semester. This surcharge is assessed after the final date to drop classes
without a recorded grade and is nonrefundable.
To take more than five courses in one semester, students must petition the Academic
Standards Committee. However, students in their sophomore, junior, or senior year who
have attained a cumulative Grade Point Average of at least 3.00, have no incompletes, and
have the consent of their advisers may register for up to six courses in any semester
without petitioning the Academic Standards Committee.
To be classified full-time for any semester, a student must be enrolled in a minimum of
3.0 courses. During the summer session, full-time status may be achieved by taking a
combination of Summer Session courses and Independent Study courses. Students may
take a maximum of two courses per Summer Session and two summer Independent
Study courses. Students are classified as part-time if registered for fewer than three
courses in any one semester. The Registrar’s Office must be notified of part-time student
status by the last day for entering classes. No adjustment in charges is made for students
who become part-time after that time.
Adding, Dropping, and Withdrawing from Courses
Students may not enroll in a full-semester course after registration is closed except by
petition to the Academic Standards Committee and with consent of the instructor and
adviser. Petitions for late additions of courses will incur a fee of $25 per course.
With the signed approval of the instructor and faculty adviser, a course may be dropped
and expunged from students’ records if proper application is filed with the Registrar by
the date specified in the College Calendar as the “final day to drop classes.” Faculty
signatures are not required during the first two weeks of the semester to drop classes. In
the event of seriously extenuating circumstances, students may petition the Academic
Standards Committee to drop a course after this date. Petitions for late drops will incur a
fee of $25 per course.
Students may withdraw from a course after the deadline for dropping courses, but no
later than the last day of classes, only if work in the course has been satisfactory (defined
as “C” if the course is being taken “Pass/Non-Credit,” “D” or above for all other courses),
and only with the signed approval of the course instructor and faculty adviser. For these
approved withdraws, students’ transcripts will show “W” (Withdraw). Students may not

300 ACADEMIC POLICIES
ACADEMIC POLICIES
withdraw from a course after the last day of classes. Withdraw forms must be on file in
the Registrar’s Office by the last day of classes. The last day for Graduating Seniors to
withdraw from a course in the spring semester would be one week prior to “The Last
Day of Classes.” Check the Academic Calendar for the exact date. Petitions for late
withdraws will be reviewed by the Academic Standards Committee. Petitions for late
withdraw from courses will incur a fee of $25 per course.
Repeating Courses
There are a few courses in the catalogue specifically identified as being repeatable for
credit (for example Creative Writing). All other courses for which a student has received a
prior passing grade are not repeatable for credit. If a student repeats a course that is not
repeatable for credit, the course will appear on the student’s academic transcript,
although academic credit will not be given for the course. If a student does not receive a
passing grade for a course (no academic credit applied), the course may be repeated for
credit. Repeating a course does not remove the original course from the transcript. Both
the grade for the original course and the repeated course will be posted and will calculate
into the student’s grade point average.
Auditing Courses
Alumni and students regularly enrolled at The Claremont Colleges may audit courses
with the consent of the instructor. Such arrangements will not be officially recorded and
the auditor will not receive credit. Persons not regularly registered at The Claremont
Colleges may audit courses, provided they obtain the instructor’s permission and pay the
regular auditor’s fee (see p. 338).
Independent Study and Internships
Purpose:
• Independent Study is a way of exploring an area in more depth between a
faculty director and a student who already know one another or when the
project falls in an area with which the student has had some prior familiarity.
• Low priority should be given to requests that duplicate existing courses.
Academic Components:
• In order to receive course credit, independent studies and internships must
contain an academic component. Merely completing hours at a placement or in
an extracurricular activity is not sufficient to gain academic credit.
• The independent study form should clearly give a detailed description of the
study, the academic work to be completed, and how it will be evaluated. For
example, faculty directors and students should specify reading lists (or at least
the first set of assignments if the remaining readings are to be determined at a
later date), the project to be completed (e.g., paper, video, artwork), and
frequency of meetings with the faculty director. All Independent Studies must
be approved by the Curriculum Committee.
Limits:
• No more than three different independent studies should be offered by a faculty
member each semester, and no more than five in the summer.
• Independent study credit may be given only for work accomplished during the
semester or summer the student is receiving credit.
• Students cannot take more than two course credits in independent studies in
any one semester, unless approved by the faculty adviser and the Academic
Standards Committee. Descriptions should show a clear separation of content
when two independent studies are arranged in the same semester. An
independent study normally carries one course or half-course credit. A quartercourse
independent study may be approved by Curriculum Committee, but
only once per student.
• A proposal for an independent study (I.S.) that involves more than one course
credit in a single semester or over multiple semesters must be approved by the
Curriculum Committee. The Committee’s decisions in such cases will be
governed by the educational merit of the proposal and will be consistent with
policies governing regular courses. For example, since most courses cannot be
repeated for credit, the Committee will not approve a second semester I.S. in
cases where the second semester I.S. replicates the work of the first semester. A
second semester I.S. that is the part of a sequence such as Chemistry 14 and
Chemistry 15 may be an exception to this rule. Normally, the Committee will
not approve a third semester of course credit.
Field of Study:
• An independent study is given credit only in the field(s) of appointment of the
faculty member offering it and should reflect the teaching or research interests
of the faculty member.
• An independent study cannot be used to fulfill the Educational Objectives of the
College, unless approved by the faculty adviser and the Curriculum
Committee. In the case of the Natural Sciences objective, approval must also be
given by a faculty member in Science.
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Deadlines:
• Independent study forms must be submitted no later than one week before the
last date to add full or half courses. Summer independent studies must be
submitted no later than the deadline specified in the Academic Calendar and
grades for Summer independent study projects are due by the seventh week of
the Fall semester unless an earlier date has been set by the instructor. Any
independent study forms received after the last meeting of the Curriculum
Committee must be approved by an Associate Dean or Dean of Faculty.
• Any independent study forms submitted late must include a completed
“petition to add” form with evidence that the independent study has been in
progress. Petitions for late independent study courses will incur a fee of $25 per
course.
• Approval from the Curriculum Committee to add an independent study after
the last date to add courses is subject to an assessment by the Committee that
the goals of the study can still be achieved in the remaining part of the semester
and have not been affected by the late start. Consideration of a late
independent study by the Curriculum Committee should not be interpreted as
a preliminary statement of approval.

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Guidelines for Internship and Community Service Independent Study
To earn academic credit for an internship or community service placement, students must
negotiate an independent study with a faculty member, and that independent study must
have an academic component. As with independent studies in general, the faculty
member will serve as director. An independent study is most successful when the faculty
member and student already know each other and when the project falls in some area
with which the student and faculty director have some familiarity. As with all
independent studies, academic credit is given only in the field of appointment of the
faculty director, unless otherwise approved by an apposite field group.
There are several levels of learning that can take place as a result of such a placement.
Students can gain a better understanding of their academic discipline, gain critical
thinking skills, enhance ethical values, gain both personal and professional skills, and
explore possible career fields. It is the responsibility of both students and faculty directors
to ensure that learning takes place in all or at least several of these areas.
It is important to design and develop such an independent study with an academic
component. Merely completing hours at a placement is not sufficient to gain academic
credit. The academic component normally involves the completion of a project (e.g.,
paper, video, artwork) that combines subject area learning with the placement experience.
To request credit for an internship or community service placement, students must
submit a Directed Independent Study Form which is available from the Registrar. This
form is due no later than one week prior to the last day to add classes.
The Curriculum Committee uses the following information to approve the independent study:
Detailed project description. This provides a general outline of the project including
where the placement is going to take place, how long students will work at the
placement, and what activities they will be working on. Placements should consist of a
structured environment with adequate on-site supervision that exposes students to new
opportunities for learning. Positions that allow for new experiences often provide the best
forum for learning. Although a position involving a small stipend might be approved,
rarely would a placement that involves pay be approved. A general guideline for a time
spent at the placement is 6-12 hours a week for the entire semester. Anticipated academic
objectives for the placement should also be included in this section.
Activities to be completed. This encompasses the academic activities that the students
will participate in during the semester. These activities are intended to ensure the
accomplishment of the proposed academic objectives and could include readings,
meetings with faculty, or field notes. These activities should be structured to ensure that
all dimensions of learning are addressed during the placement.
Means of evaluation. This refers to how the academic performance is evaluated.
Normally, students submit a project (e.g., paper, video, artwork) that combines prior
course work, new subject area learning, and the placement experience. In addition, it is
recommended that the site supervisor provide a written evaluation of the student’s
performance during the placement.
Evaluation and Grading
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The final grade in each course is determined by the instructor and is based on the
students’ accomplishments in the course. Examinations may be given at the discretion of
the instructor with or without previous announcement. It is the students’ responsibility to
be present at all examinations and to submit class assignments as scheduled, unless
excused by the instructor in advance. Unexcused absences from examinations are made
up only with the permission of the instructor. No changes may be made in the final
examination schedule except in cases of serious illness or other extenuating
circumstances. A fee may be charged for any special examination.
Grading System
Students’ work is usually graded on the following grading system: A, A-, B+, B, B-, C+, C,
C-, D+, D, D- and F. Sometimes it is graded P (Pass) or NC (Non-Credit). A grade of “P”
is given for work of “C” or better.
Students may take only one course (other than a seminar or program of independent
study) each semester on a P/NC basis. To do so, students should obtain the instructor’s
signature on a P/NC form available from the Registrar’s Office. The deadline for filing the
completed form with the Registrar is the date designated in the catalogue as the last day
to drop classes without a recorded grade. Petitions for late Pass/Non-Credit courses will
incur a fee of $25 per course.
Instructors may designate some or all of their courses as courses which are offered on a
P/NC basis, but students in such courses must be given a letter grade commensurate with
the quality of their work if they apply to the instructor by the last day to drop classes
without a recorded grade. If students take such a course and do not request a letter
grade, then that course does count as the one course (other than a seminar, tutorial, or
program of independent study) which can be taken on a P/NC basis during that semester.
Students who elect the P/NC option should be advised that in some cases they may
experience difficulty in transferring their academic records to other undergraduate or
graduate institutions or meeting their requirements in certain majors. Students are
advised to check the requirements of those specific institutions or majors before deciding
on the P/NC option.
The letter “N” is not a grade but is used to signify that students are doing satisfactory
work at the end of the first semester of a single course that spans two semesters; “N”
indicates that students will continue a two-semester course and will receive a grade at the
conclusion of the course.
Grade Point Average (GPA)
Students’ GPA is computed by adding the grade points given for each grade received (a
grade of A is given 4.00 points; A-, 3.67; B+, 3.33; B, 3.00; B-, 2.67; C+, 2.33; C, 2.00; C-, 1.67;
D+, 1.33; D, 1.00; D-, 0.67; F, 0.00) and dividing the result by the total number of graded
courses taken. In order to graduate, students must have at least a C average (a 2.00 GPA)
based on grades received in courses taken at The Claremont Colleges and including those

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received in those Study Abroad programs for which grades enter the students’ GPA. In
addition, students must achieve at least a C average (a 2.00 GPA) in their field(s) of major.
Grades in courses taken elsewhere are excluded from the computation of grade point
averages, although the courses themselves may be accepted for transfer credit toward the
work required for graduation.
Students who do not maintain a grade point average of sufficient quality to ensure
eventual graduation are subject to dismissal. The Academic Standards Committee
normally dismisses students whose records indicate an inability to regain within a
reasonable length of time a grade point average which will qualify them for graduation.
Students whose academic records are otherwise less than satisfactory may receive notification
from the Academic Standards Committee on behalf of the faculty. Students whose
cumulative GPA drops below 2.0 will be placed on academic probation until the cumulative
GPA of 2.0 is regained. Students on academic probation may not receive any incompletes.
In accordance with Veteran’s Administration policy, students receiving veterans’ benefits
who are on academic probation for two semesters will not be allowed to continue
receiving these benefits. Notification of such students’ progress would be sent to the
Veterans’ Administration, as well as the conditions the student must meet to be taken off
academic probation.
Class Attendance
Students are expected to attend classes regularly. Each instructor has the privilege of
establishing attendance requirements.
Incompletes
An “Incomplete” grade is given only when illness or other extenuating circumstances
legitimately prevent the completion of required work by the due date and may be
removed if all work is completed by the first day of the following semester. Students
withdrawing from the College, on leaves of absence, or studying abroad (other than
Pitzer programs), will have only one semester following their departure to complete such
work. An earlier date may be set for completion by the instructor. If the work is not
completed by the agreed-upon date, the course is automatically terminated with the
grade submitted by the faculty member on the basis of work previously completed.
Students on academic probation may not receive any incompletes.
Grade Changes
It is expected that the grade awarded at the end of the formal course period or of a
previously approved “Incomplete” interval, will be the final grade in the course. With the
approval of the Academic Standards Committee, instructors may change a grade up to
one year from the date on which the grade was originally awarded. The grade may be
changed only for reasons of clerical error or other seriously extenuating circumstances.
The completion of additional course work beyond the normal final date for such
completion falls under the rules governing “Incompletes” and is not, in itself, considered
justification for a change of grade. Petitions to change a grade (other than a previously
approved “Incomplete”) must be submitted to the Academic Standards Committee
within the allowable one-year time period; appeal procedures are outlined in the Faculty
Handbook which is available on the Pitzer Web site www.pitzer.edu.
Student Classification
Students’ class level is determined on the following basis: students who have successfully
completed eight courses are classified as a sophomore; sixteen courses, a junior; twentyfour
courses, a senior.
Student Records
The Family Educational Rights and Privacy Act of 1974 (the Buckley Amendment)
establishes guidelines protecting the privacy of student records and gives college
students the right (subject to certain exceptions) to review their “education records” and
to challenge their contents in order to ensure that they are not inaccurate or misleading.
The act places clear limits on the release of information from the record: except as
provided in the law, material may be released only at the students’ specific written
request. Certain information known to be generally available from a variety of sources is
classified as “directory information” and may be released at any time unless students
have requested that it be withheld. Such directory information includes name, mailbox
number, telephone number, enrollment status, class year, major(s) and/or minor(s),
participation in officially recognized activities and sports, dates of attendance, degrees
and awards received, and most recent previous educational institution or agency attended.
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Students requesting recommendations in regard to admission to an educational
institution, an application for employment, or the receipt of an honor may waive their
right of access to these recommendations. Students requesting a letter of recommendation
may be asked to indicate to the writer whether they waive right of access.
A full statement giving details of the law and outlining policies regarding student records
is available in the Dean of Students’ Office. Students wishing to see their records should
make their request to the Registrar.
Athletic Eligibility
For students to be eligible for participation in intercollegiate athletics at Pitzer College,
students must be enrolled in at least three full-credit courses (12 semester units) during
the semester of participation. The Academic Standards Committee, in consultation with
the Registrar and the Faculty Athletic Representative, will declare ineligible for
intercollegiate athletic competition any student whose academic performance the
committee deems seriously deficient (below a 2.00 GPA or on academic probation). Such
ineligibility shall be reviewed at the conclusion of each semester of ineligibility.

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Physical Education Classes
Pitzer students may enroll in physical education classes at the other colleges. These
courses will not count as credit towards graduation and are graded on a P/NC basis only,
however they will appear on the transcript.
Second BA
Students who have a BA will be required to be in attendance at Pitzer College for at least
four semesters, to complete 16 courses at The Claremont Colleges, and to complete
satisfactorily all the requirements of the Educational Objectives of the College. Students
with a Pitzer College BA may add an additional major by completing satisfactorily
allrequirements of that major.
OTHER REGULATIONS
Medical Requirements
Medical insurance is mandatory for all students. All students must have a medical
insurance/emergency information sheet on file in the Office of Student Affairs. All
students are required to update this form every year. If no proof of medical insurance is
provided by the stated deadlines you will be automatically enrolled and billed on the
Claremont College’s insurance plan.
Open enrollment for the fall semester begins July 20, 2007 thru August 31, 2007. Open
enrollment for the spring semester begins December 18, 2007 thru January 7, 2008.
Students can obtain a 100 percent refund one week before or on the first day of class.
After the first day of class the medical coverage charge is non-refundable. It is the
student’s responsibility to keep the College informed of changes in medical coverage, and
coverage must be confirmed every year.
Leaves of Absence and College Withdraw
Students may sometimes find it desirable or necessary to interrupt their college education
for a time. When a financial, medical, or other problem makes it impossible or unwise for
students to continue in college, they may apply to the Registrar for a leave of absence or
withdraw for personal reasons. When a leave of absence is taken before the final date to
drop courses (no recorded grade), any courses the student was enrolled in will be
removed from the transcript. When a leave of absence is taken after the final day to drop
courses, a grade of W (Withdraw) will be recorded for each registered course in that semester.
A leave of absence permits students to return to Pitzer without applying for readmission
to the College. Leaves will normally be approved for no more than two semesters. If
students decide not to return to the College after a leave of two semesters, they will
automatically be withdrawn from the College and must reapply for admission to return
thereafter. Students may request an extension of a leave for one additional semester in
case of extenuating circumstances. Students will be placed on a leave of absence for
failure to register for classes by the tenth day of the semester.
For information on refunds in case of leaves or withdraw, please refer to the section on
“Refund Policies” on p. 340. For information regarding re-admission, please refer to the
Office of Admission.
COLLEGE GOVERNANCE
Pitzer’s governmental structure makes it virtually unique among American colleges. The
College has never had the traditional student government which restricts student
participation to limited areas. Instead, students are represented on all the standing
committees of the College including those which deal with the most vital and sensitive
issues of the College community. This system offers interested students an active
educational experience, though it demands time, energy, and a real commitment on the
part of those who participate.
Standing committees are responsible primarily for the formulation, review, and
implementation of policy relating to the educational program and student life.
In most instances, policy decisions of the standing committees are made in the form of
recommendations to College Council, which is the primary legislative body of the school,
made up of the faculty, staff representatives, and 16 student representatives, eight of
whom are elected by the student body and eight chosen from the student members of the
standing committees.
The standing committees are, briefly, as follows (see the Faculty Handbook for further
details at www.pitzer.edu/offices/dean_of_faculty/handbook):
Faculty Executive Committee: The primary executive committee of the College,
responsible for faculty appointments, promotion and tenure, facilities planning, and the
smooth and effective functioning of College affairs.
Academic Planning Committee: Responsible primarily for the long-term planning of the
educational program of the College and, as part of that task, for proposing new faculty
positions and the formulation of new programs and majors.
Academic Standards Committee: Responsible for assuring that students adhere to the
academic standards of the College, for considering student requests for waivers of
academic requirements, and for approving the completion of degree requirements.
Appointment, Promotion and Tenure Committee. Responsible for making
recommendations and advise the President in matters of faculty appointment, contract
renewal, promotion, tenure, dismissal, sabbatical and all other leaves.
Budgetary Implementation Committee: Responsible for constructing the annual budget
of the College and recommending to College Council policy regarding enrollment,
financial aid, annual increments in staff and faculty salaries, fringe benefits, and
expectations relating to inflation and investment income.
Campus Life Committee: This Committee is responsible for working with relevant
student, faculty, alumni and trustee groups to develop and implement annually, a
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308 ACADEMIC POLICIES
comprehensive plan for enhancing the intellectual, cultural, artistic and social life of the
campus. In addition, it oversees programs and support structures that foster the
development of a closer intellectual community on campus.
Curriculum Committee: Responsible primarily for coordinating and reviewing the
annual curriculum of the College, for recommending on an annual basis the addition of
courses, for approving special majors and independent studies, and for approving new
program and major requirements.
Diversity Committee: Responsible for assisting the College in meeting its commitment to
affirmative action in student, faculty, and staff recruitment and for assisting the College
in creating an environment which is maximally supportive to students from
underrepresented groups and which embraces and values diversity.
Judicial Committee: Responsible for interpreting and enforcing the student code of conduct.
Research and Awards: Allocation of funds for faculty and student research are handled
through the Dean of Faculty’s office.
Student Appointments Committee: Responsible for selecting students to serve as the
non-elected representatives on the other standing committees. Students who would like
to participate in College governance are urged to apply to the Student Appointments
Committee through the Dean of Students’ Office in the spring semester for appointments
for the following year. In addition, vacancies on standing committees usually arise
throughout the year, so students should inquire at any time if they are interested in
participating. Participation in College governance is one of the most exciting educational
opportunities the College offers. Through participation, students play a central role in
shaping the College.
Student Senate: Responsible for discussing and making policy recommendations to
College Council pertaining to student life and community issues. Members of the Student
Senate are elected by the student body and serve as the student voting representatives to
College Council and as the elected student representatives to the College’s Standing
Committees. Students can also make direct recommendations concerning student life
issues to the President by means of a proposition signed by 30 percent of the Pitzer
community and then approved by both a Proposition Board and the community as a whole.
Study Abroad Committee: Responsible for formulating policy relating to the College’s
Study Abroad program, for overseeing the program, and for approving students for participation.

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LIFE ON CAMPUS
PITZER: A RESIDENTIAL COLLEGE
Pitzer College is committed to the belief that residential life is an important component of
the educational experience.
The College brings together students of widely varying backgrounds in a common
pursuit of learning. Residential living enables them to share their intellectual and
academic pursuits as well as their personal diversity. It provides opportunity for
individual growth through community involvement and interpersonal relationships. Few
learning situations in life are more challenging or rewarding.
Pitzer has five residence halls. Atherton and Pitzer are four story buildings and house 140
students. Sanborn is a three story building and houses 178 students. Atherton, Pitzer, and
Sanborn rooms are double occupancy with two rooms sharing an adjoining vanity,
bathroom, and shower. Holden is a two story building housing 180 students in four
wings. Mead, made up of six three-story towers connected by catwalks, houses 220
students in eight person suites. All five residence halls include laundry facilities, study
rooms, lounges and kitchens. Atherton Hall is home of the mailroom, music practice
room, painting and drawing studios, and the Lenzner Gallery. Pitzer Hall is the home of
the Admissions Office. In addition, Mead Hall has a study-library equipped with basic
reference books and library tables. All student rooms include internet access.
Each residence hall has a Hall Director and a staff of Resident Assistants. A Hall Council
is set up annually for each residence hall as a forum for addressing and meeting the
needs of the community. They also provide valuable information and programs for the
residential community.
Thematic living units have long been a feature of Pitzer residential life. They function to
draw together people who have a common interest. Thematic groups could include
community outreach, and study halls. Some thematic suites may be available to new
students. Please check with the Residential Life Office for details.
Single rooms are reserved for upper-class students, and new students are assigned
doubles (and roommates) by the Residential Life Office. Rooms are furnished with a bed,
desk, chair, bookshelves, dresser, draperies, and closet space. Four students share semiprivate
bathroom facilities.
Housing During Vacations
Semester rental charges are only for the period when classes and examinations are
scheduled. Residence halls are closed during the winter vacation period.
Off-Campus Housing
Students can request to live off-campus for a given academic year by submitting a formal
application to the Residential Life Office no later than March 1 of the preceding year.
Initial decisions will take place prior to Room Draw for students falling under the
following priority status:
1. Married students, or students with children.
2. Students 24 years of age and older.
3. Students who live with family within fifteen miles of Pitzer College.
4. Seniors.
Students not having priority status will be placed on a waiting list maintained in the
Residential Life Office. If there is not adequate space in the residence halls, applications
from these students will be considered. In this case, off-campus status is granted
primarily to upperclass students. Seniors who enter into a residency agreement waive
their right to automatic off-campus status. Based on class rank, their applications will be
granted only if there is not adequate space in the residence halls, or if they meet any of
the criteria for priority status.
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All students are financially responsible for room and board charges unless notified in
writing that they have been granted off-campus status. Students who abandon or do not
claim their assigned space can be located to other spaces within the college housing at the
discretion of the Housing Coordinator. Students granted off-campus status based on false
or misleading information will have their status reversed and will be responsible for all
applicable room and board fees.
Students granted off-campus status are granted this status for one academic year.
Students wishing to be considered for off-campus status for the following year must
reapply within the published deadline.
Student Belongings
The College does not assume responsibility for loss or damages to personal property. If
students are not insured by other means, the College advises the purchase of student
property insurance.
For more specific information concerning housing policies, regulations, and procedures,
students should consult the Student Handbook, a copy of which is given to all students
when they enter each year.
Food Services
A spacious self-service dining room is located on the first floor of McConnell Center
where most students in residence eat. Full board is 16 meals per week--brunch is served
on weekends. Also available are meal plans with other options. Students are assumed to
be on full board unless they sign up for one of the other options. (A limited number of
students may apply for exemption from any board plan.) Cooking in individual rooms is
in violation of health and fire codes and is strictly prohibited. Food, coffee, and other
refreshments are also available at the Grove House and the Gold Student Center.
McConnell food services are not available during break periods.

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Motor Vehicles
Undergraduate students living on or off campus who plan to own or maintain an
automobile, motorcycle, motor scooter, or motorbike on the campuses of The Claremont
Colleges shall register such vehicle with the Campus Safety Department during College
registration at the opening of each semester or within three days after the vehicle is
driven in Claremont. First-Year students are encouraged to not bring their cars to the
College. Parking is limited on the campuses of all The Claremont Colleges. College
regulations governing the use of motor vehicles are set forth in the Student Handbook,
and students maintaining motor vehicles in Claremont are responsible for familiarizing
themselves with these regulations.
Code of Student Conduct
The Pitzer College Code of Student Conduct is based on the principle of responsible
community membership. Students bear full personal responsibility for provisions
regarding academic dishonesty, as well as their compliance with local, state, and federal
laws. In addition, they are also expected to govern their conduct with concern for other
individuals and for the entire College community.
Actions that violate the Code of Student Conduct and that may result in disciplinary
action are outlined in the Student Handbook. It is the responsibility of every student to
become familiar with and follow the policies and procedures of Pitzer College.
When individuals fail to exercise discretion in personal affairs or fail to respect the rights
of others and to live up to their obligations to the community, they may be counseled
informally or asked to attend a meeting called by a member of the Dean of Students’ staff.
For more serious situations, the College Judicial Council may hear cases. This Council is a
student/faculty group empowered through the College bylaws to hear cases of alleged
violations of the Code of Student Conduct. The College reserves the right to dismiss
students for cause at any time. Specific judicial procedures are described in full in the
Student Handbook.
PITZER RESOURCES
Pitzer provides a variety of special resources and facilities:
Academic Support Services
If you have a physical disability or a documented learning disability such as dyslexia,
attention deficit disorder, hyperactivity disorder, etc., and would like to request
accommodation, please make an appointment to meet with Rochelle Brown (Scott Hall,
x73553). Further information regarding documentation, services available and individual
advocacy can be found in this office.
Arboretum
The John R. Rodman Arboretum began informally in 1984 school year as a movement by
some students and faculty to save indigenous vegetation surrounding our campus. Since
that time, the Arboretum has become an official part of the Pitzer campus.
A major element of the Arboretum is an interest in southern Californian “Native Plants,”
but we don’t limit ourselves to just natives, since many species that we grow come from
Asia, South America, South Africa and other Mediterranean climates. We display plants
of special interest, not only for aesthetics but also for academics.
The Arboretum consists of two main areas:
The first area is made up of many different gardens covering the whole campus and
includes a cactus garden, native woodlands garden, intercultural garden, memorial
garden, Pitzer farm project (which includes a vegetable garden as well as a small
fruit orchard), and a citrus garden that is associated with the “Grove House”.
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The second area, know as the “Arboretum Natural Area” or the “Pitzer Outback,”
stretches from Claremont Blvd. to the Harvey Mudd College soccer field, and from
Foothill Blvd. to the Pitzer Playing fields. It contains about 5 acres of alluvial scrub (a
mixture of coastal sage scrub and chaparral) characteristic of washes below the
canyons of the mountains of southern California. It is considered to be one of the
most endangered ecosystems in the state. The college considers this somewhat
disturbed natural area as an area to be preserved from development and restored to
its pre-disturbed condition to the extent possible. Restoration was begun by students
and faculty in 1989 and will continue for many years.
Courses utilizing the Pitzer Arboretum include Art 103 (Environments Workshop)
Anthropology 12 (Native Americans and Their Environments); Environmental Studies 10
(Environment and Society), 74 (California Landscapes: Diverse Peoples and Ecosystems),
104 (Doing Natural History), 137 (Plant Classification and Adaptations to the
Environment) 140 (Desert as a Place), 146 (Theory and Practice in Environmental
Education), and 147 (Ecology, Community and Design).
Audio-Visual/Instructional Technology
The Office of Audio Visual (AV) is a center for the storage, location, development, and
use of audio-visual resources. Students and faculty members are encouraged to use films,
maps, slides, tape recordings, videotapes, and other non-print media to assist classroom
and research presentations. In addition, a large inventory of information and equipment
in these media is available for use by students in the preparation of individual projects
for classroom or thesis work.

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Center for Asian Pacific American Students (CAPAS—Mead
Hall, x79816)
The Center for Asian Pacific American Students (CAPAS) seeks to enrich and develop
social, intellectual and personal growth in our students by providing Asian American
resources as well as a welcoming, supportive environment. The Center serves as an
advocate for the Asian and Pacific Islander community, and promotes an educational
dialogue that embraces the unique experiences of ethnic communities, part of the cultural
fabric of our institution.
CAPAS provides a variety of resources to promote and enhance academic, cultural,
social, and political experiences for students. The center offers the following services:
Asian American Resource Library, Anime & Video Library, Community Services,
Computer Station, Programming (academic, cultural and social), Scholarships,
Internships, Job Opportunities, and an on-line student newsletter “Voices of the Margin.”
In addition, we provide limited one-on-one support and use of the TV/DVD/VCR, study
lounge, full bathroom and kitchen and outdoor patio. CAPAS is dedicated to diversity by
involving all members of the community in its programs and activities.
www.pitzer.edu/capas
Career Services (Mead Hall x18519)
The purpose of the Career Services office is to assist students in exploring their career
options and to provide them with the tools and skills they will need to locate internships
and jobs. Students are encouraged to use the office as soon as they arrive at Pitzer. The
office provides a wide array of services including career counseling, mock interviews,
graduate school information, alumni contact names, resume writing, job search and
interviewing advice, and career-related workshops and seminars. Students can
participate in The Claremont Colleges on-campus recruiting program, exposing them to
numerous employers in various industries. The resource library houses an extensive
collection of career and occupational resource books and directories. It also contains
fellowship files and full-time, part-time, work-study and summer job listings.
Comprehensive internship listings can be accessed through the Career Services office.
Internships affirm Pitzer’s commitment to connecting knowledge and action. They also
provide opportunities to link Pitzer students to local communities thus raising their
awareness of social responsibility.
Community-Based Learning Programs
Pitzer has many opportunities available through the following organizations located on-campus:
Center for California Cultural and Social Issues (CCCSI). CCCSI supports research and
education that contribute to the understanding of critical community issues and enhance
the resources of community organizations. Summer internships are available, as well as
other monetary awards for faculty and students during the academic year. Contact
cccsi@pitzer.edu or 607-8183.
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Claremont Educational Partnership. The Claremont Educational Partnership is a mutual
agreement between the Presidents of The Claremont Colleges and the Board of Education
for the Claremont Unified School District to promote increased cooperation between the
Claremont Colleges-individually and collectively-and the schools of the Claremont
Unified School District. Contact Jonathan Lew, Assistant to the CEO, Claremont
University Consortium, at jlew@cucmail.claremont.edu or 607-3679.
Claremont International Studies Education Project (CISEP). The primary mission of the
Claremont International Studies Education Project (CISEP) is to improve in measurable
ways the quality of instruction offered to students at all levels, from K to post-secondary,
in the Eastern Los Angeles County and Western San Bernardino County region. It does
this by creating a more supportive context for teachers to expand their content knowledge
of International Studies and World History while learning to use that knowledge most
effectively in relation to the relevant State Board of Education approved academic content
standards in History-Social Science. CISEP is co-sponsored by academic centers at Pitzer
College, Scripps College, and Claremont Graduate University. Contact (909) 607-9399.
CLASP—Claremont After-School Programs. At neighborhood centers in Claremont,
tutors help at-risk elementary-school children with their homework. The nonsectarian
centers are located in affordable housing complexes and a local church—all within a 5minute
drive of the campus. Claremont School District teachers and site supervisors
provide guidance and support for the tutors. Contact lissa_petersen@pitzer.edu or 909-607-4692.
The Community-Based Spanish Program. Integrates classroom instruction with practical
learning experiences in the local Spanish-speaking community. This application of what
is learned in class in a vibrant community context heightens the development of fluency
and promotes a new depth of intercultural understanding. It is offered as Spanish 31:
Community-based Spanish Practicum (0.5 cr) and Spanish 51: Spanish in the Community
(1 cr). Students in the Pitzer in Ontario Program can take these courses concurrently.
Contact Ethel_Jorge@pitzer.edu or 607-2802.
Jumpstart is working towards the day every child in America enters school prepared to
succeed. To that end, Jumpstart recruits and trains achievement-oriented college students
to deliver an innovative early education program via yearlong one-to-one relationships
with preschool children. Pitzer College student AmeriCorps members are paired with
children from low-income backgrounds in the classroom setting and work together on
language, literacy, social, and initiative skills for one year. Workstudy and volunteer
positions available. Contact Karen_Magoon@ pitzer.edu or at 909-607-9290.
Leadership in Environmental Education Partnership (LEEP). This program trains
college students to teach outdoor environmental education to a diverse group of
elementary school children from neighboring communities. Contact
Paul_Faulstich@pitzer.edu or 621-8818.
Pitzer Volunteer Group. PVG, a student-led group, part of Career Services, that
coordinates and implements numerous community service projects. Contact
Teresa_Flores@pitzer.edu or 621-8519.

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Writing Skills Center
Avery Hall, First Floor. The goal of the Writing Skills Center is to provide a place where
students may go when they need help with a variety of college writing tasks. The Center
staff is available to help students understand the entire process of writing an essay,
report, or research paper from the generation of ideas to the final draft. Drop-in hours are
posted at the beginning of each semester. Writing tutors, both faculty and student staff,
are also available by appointment. www.pitzer.edu/academics/writing_center.
Computer Facilities
The Bernard Hall computing facility includes two open-use laboratories with both
Macintosh and IBM compatible PCs. These machines are intended primarily for use in
electronic communications, instruction, and research. All have multi-media capability
and are directly attached to the Pitzer College network with internet access. Both labs
have 24-hour accessibility.
The Parson Foundation Computer Machine Room in Broad Hall houses Network, E-mail,
Web, FTP file and print servers for use by the Pitzer community. All buildings on campus
are inter-connected with a fiber-optic based network which provides access to computers
located at the other Claremont Colleges, the Honnold Libraries’ electronic services
(including their on-line catalogue and various bibliographic databases), and a high speed
connection to the Internet.
The Kenneth and Jean Pitzer Computer Classroom in Broad Hall houses 18 PC
workstations. The Social Sciences Statistics Laboratory in Broad Hall houses 10 PC
computers for the use of Social Science faculty and students in statistical research and
instruction. The Fletcher Jones/Booth Ferris Language Laboratory houses 16 computers
for use in language instruction. Broad Hall rooms 210 and 214 provide a full service
multi-media classroom, including data/video projection teaching station laptop PC,
document camera, DVD player, video/audio play and record, etc.
Normal computer usage of these facilities (including access to the Internet) is available
without charge to Pitzer students and faculty. Laser printing and color printing are
available for a nominal fee.
The Ecology Center
The Ecology Center, located upstairs in the Grove House, sponsors activities, workshops
and lectures, serves as a clearinghouse for environmental information, provides
opportunities for community-based internships in environmental fields, acts as a campus
watchdog, and houses a resource center. The College has adopted the following Statement of
Environmental Policy and Principles: Pitzer College strives to incorporate socially and
environmentally sound practices into the operations of the college and the education of
our students. Pitzer exists within inter-reliant communities that are affected by personal
and institutional choices, and the College is mindful of the consequences of our practices.
A Pitzer education should involve not just a mastery of ideas, but a life lived accordingly.
We are thus committed to principles of sustainability, and dedicated to promoting
awareness and knowledge of the impacts of our actions on human and natural communities.
Gold Student Center
The 12,000 square foot Gold student Center opened in 1995, complete with a fitness room,
swimming pool, the student-run Shakedown Café, a multipurpose room, art gallery,
meeting room, and student organization space. Pitzer Activities (PAct) is based here, and
a broad array of services to the campus community are provided through the service desk.
Grove House
Originally built as the home of a Claremont citrus grower, the Grove House was saved
from potential demolition by moving it to the Pitzer Campus, north of Mead Hall, in
1977. Here at Pitzer the house has a new lease on life, serving as a campus social center.
Built in 1902, during the height of what has been termed the American Arts and Crafts
Movement, it is an impressive architectural example of the California bungalow style,
characteristic of that period. Restored and furnished in a manner appropriate to its
heritage, the Grove House provides students, faculty, and visitors with comfortable
spaces to meet, study, or have lunch. The Grove House kitchen offers a daily menu
including a homemade lunch entree, sandwiches, bagels, fresh baked cookies, coffee, tea,
and an assortment of fresh juices. Other spaces in the house include The Ecology Center,
The Bert Meyers Poetry Room, the Hinshaw Art Gallery, a women’s center, a guest room,
and meeting room. The house also regularly hosts a variety of events, including poetry
readings and band performances.
Institutional Research Office
The Institutional Research Office functions in a strategic role to integrate data and
information to enhance planning and advance the academic and residential mission of
the College. To learn more about the College, go to our Institutional Research web page
at: www.pitzer.edu/offices/institutional_research
W.M. Keck Science Center
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This modern and spacious building of 81,000 sq. ft. provides a teaching location for most
of the science courses offered by the Joint Science Department of Pitzer, Scripps, and
Claremont McKenna Colleges. These classroom and laboratory facilities are fully
equipped with modern instruments for student use. Chemistry experiments and projects
may be conducted with the use of sophisticated analytical tools such as
visible/ultraviolet, infrared, atomic absorption and nuclear magnetic resonance
spectrophotometers, gas chromatographs, and a high-performance liquid chromatograph,
a GC-mass spectrometer, fluorescence spectrophotometer, and a diode-array UV-visible
spectrophotometer. Biology students have access to such advanced equipment as a
scintillation counter, thermal cycler for PCR, UV/vis spectrophotometer, ultracentrifuges,
electrophoresis apparatus, fluorescence microscope with camera attachment, and sterile
room for tissue culture work, equipment for neurobiological research, and a vivarium.
The department owns a field vehicle and field equipment for marine, freshwater, and
terrestrial studies in ecology and environmental science. A biological field station is
adjacent to the campuses and students have access to field stations in the Sierra Nevada
Mountains and on the pacific coast of Costa Rica. Physics students have access to 2

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astronomical observatories where students can conduct research. The department also
possesses an atomic force microscope used to study service properties of materials and
microstructures of biological systems. Physics students learn to master experimental
analyses through computerized data acquisition techniques. The Joint Science
Department offers students various opportunities to gain financial support for research
during the summer. Our summer research program has a history of producing studentfaculty
co-authored papers that appear in professional journals.
Marquis Library and Reading Room
For the convenience of students who wish to use a quiet on-campus study room with
basic reference materials, a study lounge and browsing library has been established in
Mead Hall. Books may be taken out for a limited time. The Library subscribes to The Los
Angeles Times and The New York Times as well as journals such as The Economist,
Newsweek, The New Yorker, and The Nation. Reserve class materials and a computer
connecting with the main library (Honnold) are also available.
Media Studies Facilities
Pitzer College maintains a video production space that includes portable broadcast
quality miniDV video cameras, Super 8 and 16mm cameras, external microphone, light
kits and camera support packages. Post Production facilities include a copy/animation
stand, Super 8 editors, 16 mm and Super 8 telecien equipment, and ten Final Cut Pro
Studio non-linear digital editing systems supporting enhanced effects, and titling,
animation and digital sound editing, and DVD authoring features.
Jean M. Pitzer Archaeology Laboratory
The laboratory is a resource used to enrich courses in archaeology, human paleontology,
and folk arts. It contains many prehistoric and contemporary artifacts, as well as casts of
hominid and other primate skeletal specimens. In the laboratory, students have the
opportunity to gain direct experience handling, comparing and analyzing the evidence
for human and cultural evolution. Students may also study the diversity of human
material culture, both past and present.
Ruth and Lee Munroe Laboratory for Cross-Cultural Research
In recent years, the laboratory has provided space for joint faculty-student research that
has resulted in nine co-authored articles that have been published in professional
anthropology and psychology journals.
Pitzer Resource Centers
Various spaces at the College have been designated as resource centers and study rooms
where students and faculty can meet informally, read current literature in their fields, and
find information about speakers and other events.
Art and Environmental Studies Resource Center. Avery Hall P-2.
Fletcher-Jones Language and International/Intercultural Studies Resource Center.
Broad Hall 209.
Social Sciences Resource Center. Broad Hall 117.
Psychology Laboratory
The Psychology Laboratory on the first floor of Broad Hall provides classroom and
research facilities for psychology. One-way vision rooms may be used for observing
children’s behavior and social interactions in small groups and for monitoring
interviewing techniques. Additional small rooms are available for individual research
projects. The Psychology Statistics Laboratory in Broad Hall is a state-of-the-art
microcomputer classroom in which students can learn to use several types of software
designed for the statistical analysis of psychological data.
Teaching and Learning Committee (TLC)—Mission Statement
The purpose of the Teaching and Learning Committee (TLC) is to develop opportunities
for conversation and reflection among faculty, students, and staff around topics of
teaching and learning. The TLC aims to facilitate the creation of a culture of critical
reflection on teaching and learning by responding to the needs expressed by all
constituencies of the college. Since the committee is composed of representatives from all
three groups, the process of learning is viewed as one that we all share and that by its
very nature transcends the boundaries of the classroom and the campus to include
everything that we experience. By supporting ongoing networks of communication
throughout the campus community, the TLC seeks to bring a higher level of understanding,
deeper reflection, and renewed purpose to our efforts to become responsible global
citizens in the increasingly complex and interrelated world in which we live.
Tutoring Assistance
Tutoring assistance is provided free of charge to Pitzer students. For information on being
a tutor, visit or call Rochelle Brown, Office of Student Affairs, Scott Hall at 607-3553.
INTERCOLLEGIATE RESOURCES
The following are freely available to and used widely by students at all The Claremont
Colleges:
Huntley Bookstore
175 E. Eighth Street
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Established in 1969 with a gift from Mr. and Mrs. Earl W. Huntley, Huntley Bookstore
provides essential services to the students, faculty, and staff of The Claremont Colleges.
As the source for all course required textbooks and support materials used at The
Colleges, the bookstore carries many academic trade and reference titles, new releases,
The New York Times bestsellers, academic study aids, school and office supplies, clothing
and gift items as well as magazines, snacks, soft drinks and postage stamps. Located in
Huntley Bookstore is TechRoom, who provides both Apple and PC hardware and

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software at academic pricing as well as a complete selection of computer supplies and
peripherals. TechRoom is also a computer repair and consulting company that can
address all of your post-purchase computer needs.
Huntley is open year round with a variety of additional services. These include: an ATMlocated
in the front lobby, a UPS drop box located on the front lawn, photo finishing
services, copyright clearance, course pack production, special order services, and a full
service website on which you may purchase textbooks, clothing and gift merchandise.
Huntley’s website is located at www.huntley.claremont.edu.
Store hours are 8:30 am to 5:30 pm, Monday through Thursday, 8:30 am to 5:00 pm,
Friday, and 10:00 am to 5:00 pm on Saturday. Summer hours are 8:30 am to 5:00 pm
Monday through Friday and 10:00 am to 5:00 pm on Saturday.
For further information please call 621-8168 or 607-1502
Intercollegiate Department of Asian American Studies (IDAAS)
The Intercollegiate Department of Asian American Studies (IDAAS) contributes to the
intellectual and cultural life of The Claremont Colleges with its focus on the experiences
of Americans of Asian and Pacific Islander heritage. Their curriculum includes courses in
the humanities, social sciences, and interdisciplinary study. The department also hosts an
annual program of seminars, speakers and conferences. The IDAAS office is located in
the Lincoln Building on the Pomona College Campus.
Intercollegiate Department of Black Studies (IDBS)
The Intercollegiate Department of Black Studies (IDBS) organizes and coordinates a
curriculum in Black Studies taught by faculty whose individual appointments are with
both the Department and one of The Claremont Colleges. Black Studies courses are part
of each College’s curriculum. The IDBS office is located in the Lincoln Building on the
Pomona College Campus.
Rancho Santa Ana Botanic Garden
Rancho Santa Ana Botanic Garden is a privately endowed and independently operated
institution, associated with Claremont Graduate University and an affiliate of the
Claremont University Consortium. The Garden is dedicated to collection, cultivation,
education and research in the fields of botany and horticulture, with particular emphasis
on native California flora. The garden is actively engaged in the conservation and display
of Californian plants, and in the development of suitable landscaping materials for dry
climates. A graduate program in systematic and evolutionary botany, as well as a wide
range of natural history classes for the general public, are conducted throughout the year.
Rancho Santa Ana Botanic Garden is renowned for its unique, living collection of native
California plants, arranged and landscaped on 86 acres including Indian Hill mesa. The
grounds are open to visitors from 8:00 a.m. until 5:00 p.m. daily except on major holidays
(New Year’s, July 4th, Thanksgiving and Christmas). The California Garden Shop
specializes in a wide selection of books, unique gift items and gardening supplies and is
open daily from 9 a.m.- 4:30 p.m. Guided tours are offered on Saturday and Sunday
afternoons at 2:00 p.m. in the spring and by appointment to groups of all ages
throughout the year. The administration building at the Garden houses a herbarium of
more than 1 million specimens and a fine botanical library. Rancho Santa Ana publishes a
scholarly journal, entitled Aliso, and a quarterly Friends newsletter for its members.
Robert J. Bernard Biological Field Station of The Claremont
Colleges
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The 85-acre Robert J. Bernard Biological Field Station serves as a natural outdoor
laboratory for many disciplines at Pitzer College and all of The Claremont Colleges.
Unique for our urban surroundings, the Station is within a short walking distance of the
Pitzer campus. Station land supports coastal-sage-scrub, chaparral, oak-sycamore, and
grassland vegetation types as well as parcels in various stages of ecological succession.
Aquatic studies can be made on a lake-marsh ecosystem and several seasonal ponds. As a
real-world laboratory, the Station meets many ecological, environmental, and
experimental classroom and research needs of students, faculty, and the larger community.
The Libraries of The Claremont Colleges
Most of the books Pitzer students need are centrally located in the Honnold/Mudd
Library complex which houses the main social sciences and humanities collections.
Collections in the sciences may be found in the Norman F. Sprague Science and
Engineering Library at Harvey Mudd College and the Seeley G. Mudd Science Library at
Pomona College; the Ella Strong Denison Library at Scripps College houses collections in
the humanities, women’s studies, and fine arts.
The Libraries are partners with The Claremont Colleges in learning, teaching, and
research. Library resources are available to all members of The Claremont Colleges
academic community. Librarians and staff in each of the four libraries provide assistance
with locating and using both traditional and electronic information sources. The Libraries
also offer reference assistance via email and instant messaging. One of the major activities
of the Libraries is teaching students how to find, evaluate and effectively use information.
Research instruction for classes and other groups, as well as individual appointments for
instruction and research assistance, may be scheduled in each of the libraries. Classes in
Honnold/Mudd Library are held in either the Keck Learning Room or Keck 2, the
Libraries’ hand-on classrooms.
The Libraries’ large collection of electronic resources provide ready access to a wide
variety of bibliographic, full-text, and multimedia information. Through the World Wide
Web, it is possible to search Blais, the online catalog, or any of hundreds of databases,
including services such as Lexis-Nexis Academic and ISI Web of Science. Full-text
resources include electronic books and journals, as well as specialized resources such as
the ACM Digital Library, Congressional Quarterly Library, and Grove’s Dictionary of Art
Online. The new Claremont Colleges Digital Library (CCDL) provides access to a
growing number of digital collections from The Colleges, as well as from the Libraries’
Special Collections. Digital collections such as Early English Books Online and North
American Women’s Letters and Diaries make available thousands of additional primary
source materials. Most of these resources are accessible via the Internet to students, faculty and

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staff of The Claremont Colleges in their dorms, labs, offices and homes, as well as in the Libraries.
The Libraries holdings include some 2 million volumes. The Libraries also have extensive
holdings of journals, magazines, and newspapers: currently we provide online electronic
access to over 35,000 journals, and we receive more than 3500 journals and other serials in
paper. Honnold/Mudd Library is a depository for United States government publications,
with a collection of historic documents dating back to the late 1700s and many recent
publications in electronic formats. The government publications collection also has
extensive holdings issued by the State of California, the United Nations, other
international agencies and Great Britain. The Libraries have a large collection of
microforms, including long runs of newspapers, early printed books from England and
the United States, and anthropological source materials in the Human Relations Area
Files. The Asian Studies Collection in Honnold/Mudd has a collection of materials in
Chinese, Japanese and Korean languages. Among the Libraries’ special collections are the
Oxford Collection, comprising books about the university and the city of Oxford, and the
Renaissance Collection, which focuses on the life and work of Angelo Poliziano, both
available from Special Collections in Honnold/Mudd Library; the Ida Rust Macpherson
Collection at Denison Library, which focuses on the history and achievements of women;
and the Woodford Collection of rare and historical geology books at Seeley G. Mudd
Science Library.
The Libraries’ offer Interlibrary Loan service and maintain partnerships which provide
access to books, articles, and other materials not held in our collections. These
partnerships include LINK+ and the Center for Research Libraries in Chicago.
Affiliated libraries in Claremont include the George C. Stone Center for Children’s Books,
a division of Claremont Graduate University’s Center for Developmental Studies in
Education; the library of the Claremont School of Theology which has strong collections
in biblical studies, theology, and Church history; and the library of the Rancho Santa Ana
Botanic Garden which maintains a large botanical and horticultural collection.
Claremont School of Theology
The Claremont School of Theology was founded as the Maclay College of Theology in
1885, became the Graduate School of Religion at USC in 1894, and moved to Claremont in
1957. A multi-denominational seminary of the United Methodist Church, The School of
Theology educates a multicultural student body for religious leadership. The school has
enjoyed relationships with the Christian Church (Disciples of Christ) since 1960 and the
Episcopal Theological School at Claremont since 1962.
The courses of study lead to the Master of Divinity, Doctor of Ministry, Master of Arts,
and Doctor of Philosophy degrees. These degrees, in a variety of fields, provide the
education required for parish ministry, counseling, and leadership in religious education.
Program emphasis can include Urban Ministry, Peacemaking, Pastoral Care and
Counseling, Religious Education, Ethics, Philosophy of Religion or Women’s Studies in
Religion, among many others.
The Claremont School of Theology has a number of research affiliates that provide study
opportunities for students and scholars. The Ancient Biblical Manuscript Center houses
the only complete set of photographic copies of the Dead Sea Scrolls outside of Israel and
is the site of significant manuscript research. The Center for Process Studies houses the
world’s largest library of published and unpublished works on the holistic worldview of
Alfred North Whitehead and sponsors seminars, conferences, publications, and
membership programs.
The Institute for Antiquity and Christianity, operated in conjunction with Claremont
Graduate University, investigates the biblical world of Judaism, Christianity and other
ancient cultures, and provides a program of non-technical seminars and lectures for
interested laypersons. The Allen J. Moore Multicultural Resource and Research Center
offers resources to students and local church leaders that support language, cultural, ecojustice
and peace ministries as well as ministries of and with women. Specific educational
and recruitment opportunities for several racial ethnic groups exist on campus through
the Center for Pacific and Asian-American Ministries, and the National United Methodist
Native American Center.
The School of Theology Library contains over 188,000 volumes and receives
approximately 635 periodical subscriptions in the areas of biblical, theological and
ministry studies. The library also houses the Denman Collection of Ancient Coins, the
Robert Flaherty Film Archive and many rare volumes. There are also materials relating to
Methodist history, the papers of Kirby Page, the Robert H. Mitchell Hymnology
Collection, the Ernest W. Tune Library.
The library, classes, and seminars of Claremont School of Theology are open to the
students of The Claremont Colleges through cross-registration procedures.
INTERCOLLEGIATE STUDENT SERVICES
The Monsour Counseling and Psychological Services (MCAPS)
The Monsour Counseling and Psychological Services (MCAPS) is located at 757 College
Way, immediately south of the Honnold Library. MCAPS has a staff of psychologists,
consulting psychiatrists, and graduate psychology interns who provide therapeutic and
preventive/educational services to help students develop emotionally and cope with the
stresses of college life. Individual, couples, and group therapy are offered and are
provided confidentially. Workshops and structured groups are offered on topics such as
Stress Management, Eating Disorders, Relationship Issues, Enhancing Self Esteem,
Graduate/Re-Entry Support, and Sexual Abuse. Referrals are made to mental health
resources in the community when necessary.
Students with personal concerns or those simply wishing to talk with someone are
welcome. There is no charge for the services of the psychologists and/or the psychiatrists
at the center. For an appointment, call 621-8202.
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Student Health Service
The Student Health Service is located in the new Claremont University Consortium
Student Services Center at 757 College Way. It is the primary outpatient healthcare center
for all students at The Claremont Colleges and stresses preventive medicine and health
awareness. The Student Health Service is open 8:30 a.m. to 5:00 p.m., Monday through
Friday, while school is in session, with extended hours until 7:00 p.m. on Wednesdays.
Appointments are highly recommended for all visits and can be scheduled in advance by
telephone. Phones open at 8:00 a.m. for appointments by calling (909) 621-8222 or ext.
18222. If you call early, same-day appointments are usually available. There is no charge
for regular scheduled appointments or emergency care. Emergency care is available
during regular business hours for serious illness or trauma as determined by the triage
nurse (e.g. bleeding, possible fracture and allergic reactions). A $10 charge will be
assessed for any missed appointment not cancelled two hours in advance. Walk-in
students will be seen in the order of arrival during the hours of 8:30 – 10:30 a.m. and 2:00
– 4:00 p.m. There is a $10 charge for walk-ins. Please be prepared to wait as patients are
seen between appointments. Students do not have to pay for fees at the time of service.
Referral for subspecialty consultation, hospitalization and surgery can be arranged by the
Student Health Service but will not be financed by the College and payment is the
responsibility of the individual student.
All students must have an entrance health history and physical examination form on file
to use the services. These forms are required for initial admission to Pitzer College as a
first-year or transfer student. Forms completed by a family member/relative who is an
M.D./nurse practitioner will not be accepted. All students’ records are confidential.
Medical records are not made available to anyone without the student’s permission. The
College does not assume responsibility for medical care of its students beyond the
capacity of its existing health facilities. An accident and sickness medical-expense
insurance plan is available to students to protect against major costs. If students are not
covered by parents’ medical insurance, the plan should be purchased. Designed to
supplement the care provided by the health and counseling services, it includes benefits
for psychological services, accidental injuries, hospitalization, surgery, doctor visits in the
hospital, emergency care, and ambulance service. Premiums for coverage are listed in an
insurance-plan brochure mailed to each student prior to arrival on campus. Additional
information is also available from the Student Health Service or on their website at
www.cuc.claremont.edu/shs
Chaplains
Dedicated to empowering and enhancing spiritual life at The Claremont Colleges, the
Interfaith Office of the Chaplains directs the programs of McAlister Center for Religious
Activities. Assisting students in making contact with members of their community of
belief, the chaplains-a Protestant minister, a Catholic priest, and a Jewish rabbi-coordinate
a wide range of events, programs, and pastoral counseling for the Jewish, Catholic,
Protestant, Muslim, Zen, Latter-Day Saints, Christian Science, Unitarian, and other
communities. The chaplains also direct The Claremont Colleges Community Service
Center, which provides diverse volunteer opportunities in the local area. Located within
McAlister Center are the Community Service Center, a meditation chapel, a library, a fireside
lounge, and the chaplains’ offices.
Asian American Resource Center (AARC)
The Asian American Resource Center’s (AARC) mission is to build a stronger sense of
Asian Pacific American community, raise awareness of issues affecting Asian Americans
and Pacific Islanders, develop student leadership, and act as a resource for the campus
community. AARC collaborates with other ethnic groups, academic departments, and
campus offices on a wide range of educational, cultural, and social programs such as
Asian Pacific American Heritage Month, the Arts Initiative, Asian American Studies and
Social Justice Lecture series. AARC also provides an Asian American Studies Library of
printed and visual materials. The AARC is located at the Smith Campus Center, Suite 240
on the Pomona College campus, 621-8639.
The Office of Black Student Affairs (OBSA)
The Office of Black Student Affairs, through its academic services and cultural programs,
helps create a campus environment for students of African descent that will help them
attain their undergraduate and graduate degrees. OBSA also helps students develop
appropriate educational plans, mature career paths, emotional autonomy, coping skills,
feelings of self-worth and independence, a positive ethnic identity, mature relationships
with peers and a responsible lifestyle. OBSA’s programs and services include Academic
Strategies Workshops, the New Student Retreat, Black History Month programs,
leadership training, speakers series, and poetry readings. All programs and services are
open to all students of The Claremont Colleges. OBSA is located at 175 12th Street and
can be reached at 607-3669 (FAX: 621-8969).
The Chicano/Latino Student Affairs Center
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The Chicano/Latino Student Affairs Center provides various academic and personal
support services. These include the New Student Retreat, the Sponsor Program, the
Awards Luncheon, the Tutorial Program, Dia de la Familia, academic advising and
personal and career development sessions. The Chicano/Latino Student Affairs Center
plays an instrumental role in the high retention rate and success of students at the
Colleges. The mission of the Student Affairs Center is to assist Chicano/Latino students in
achieving a positive and rewarding academic experience. This is accomplished by
offering academic support services which complement existing resources at the colleges.
Academic, social and cultural events which foster personal growth and multicultural
awareness are also provided throughout the year. Special emphasis is given to activities
that promote community-building and student cohesion. The professional staff of the
Chicano/Latino Student Affairs Center includes: Maria Aguiar Torres, Dean of Students;
Robert W. Viteri, Associate Dean of Students; and Ernestine Mendoza, Administrative
Assistant. To contact our office, please dial ext. 18044 on campus, or (909) 621-8044 off campus.

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CULTURE, MEDIA, SPORTS, AND
RECREATION
Throughout the year, a great many special academic, cultural, artistic, musical, and other
entertainment programs are presented at Pitzer and at the other Claremont Colleges.
Some are professional, others are amateur or student programs. Pitzer students
participate with Scripps, Harvey Mudd, and Claremont McKenna students in the Concert
Choir; the Pomona College Orchestra and Band are open to all those qualified.
Students serve on the Campus Life Committee, which both initiates and funds a wide
variety of activities including lectures, conferences, films, parties, and outings. There are
student-run poetry and music series, art shows, and a diverse group of movies shown in
several 5-college film series.
Bridges Auditorium
For over six decades, this facility-one of the larger college or university auditoriums in
the West-has provided programs of major cultural significance for the colleges and the
larger geographic area.
Byron Dick Seaver Theatre
Conceived of as a “teaching theatre,” the state-of-the-art facility contains a 350 seat
proscenium theatre, a 100 seat experimental theatre, studio spaces, classrooms, offices,
and other facilities for theatrical production. It is a most fitting home for the Theatre
Department for the five Claremont Colleges.
Publications
The Other Side, a Pitzer student magazine, gives students an opportunity to gain
valuable experience in newspaper work and provides an important medium of
communication and information for the campus. A five-college student newspaper,
Collage, is published on a weekly basis and has traditionally enjoyed a high rate of
participation by Pitzer students. In addition, Pitzer publishes a weekly news
report/calendar, a Student Handbook, an alumni magazine, and The Participant.
Sports and Recreation
Pitzer College, with Pomona College, supports a broad program of intercollegiate
athletics for men and women. Pomona-Pitzer is a member of the Southern California
Intercollegiate Athletic Conference, locally, and is associated nationally with Division III
of the National Collegiate Athletic Association.
Men’s teams include baseball, basketball, cross-country, football, golf, soccer, swimming,
tennis, track and field, and water polo. Women’s teams include basketball, cross country,
softball, soccer, swimming, track and field, tennis, volleyball, and women’s water polo. In
addition, coeducational club teams compete in both badminton and fencing, while competitive

328 LIFE ON CAMPUS
opportunities with greater student direction are encouraged through club sports teams in
lacrosse, rugby, sailing, cycling, skiing, men’s volleyball, and ultimate frisbee.
Pitzer’s newest facility for sports and recreation is the Gold Student Center. A large pool,
basketball courts, a climbing wall, and exercise equipment provide many opportunities
for a healthy and enjoyable leisure time.
Pitzer students are also welcome to use all the recreational facilities of The Claremont
Colleges, as other Claremont students are welcomed at Pitzer’s facilities. Among the five
undergraduate Colleges, there are two gymnasiums, six swimming pools, 22 tennis
courts, and many playing fields.
The City of Claremont
Located at the foot of the San Gabriel Mountains, Claremont has grown up around the
Colleges which collectively take its name. Like those Colleges, it is mostly residential, and
its citizens have always sought to make it a pleasant and stimulating place to live and
study. Because Claremonters have often come from other parts of the country in response
to its collegiate attractions, Claremont looks different from most Southern California
suburbs; in fact, it is only within recent years that intervening cities have grown
sufficiently to make Claremont truly a Los Angeles suburb. Claremont citizens are proud
of the city’s schools and parks, and testifying to a long-standing Claremont tradition, the
Los Angeles Times has cited Claremont for its unique use of trees in establishing the
character of the city. Although the city has shunned major commercial development, a
number of unusual shops and galleries have grown with the city. Claremont is 35 miles
east of Los Angeles and has a population of 35,000.
Southern California
Whether your interest is rock, reggae, Bach, or jazz; whether you find Disneyland or the
Getty Museum or the Music Center captivating, Southern California provides it. With a
population of more than ten million, the greater Los Angeles area is one of the world’s
cultural centers-the center of a culture more diverse, less definable, and more inclusive
than any other in the country. Claremonters can also enjoy beaches, deserts, or mountains;
all these parts of the Claremont student environment are within about an hour’s drive.
There is also a Metrolink train connecting Claremont to downtown Los Angeles.

330 ADMISSION TO PITZER
ADMISSION TO PITZER
ADMISSION TO PITZER
INSTRUCTIONS TO APPLICANTS
Pitzer College strives to attract a diverse student body with demonstrated strong
academic ability, maturity, and independence. Each applicant is evaluated on an
individual basis. Your application should show the ways in which you feel you will profit
from and contribute to Pitzer. Because different people can show their strengths in different
ways, the Admission Committee does not expect essays to be answered in the same way,
nor do we expect students who will benefit from Pitzer to have the same background.
Pitzer College adheres to the letter and spirit of the Statement of Principles of Good
Practice of the National Association for College Admission Counseling. Pitzer College
admits students of any race, color, sex, religion, sexual orientation, age, creed, handicap,
or national or ethnic origin to all the rights, privileges, programs, and activities generally
accorded or made available to students at the College, and does not discriminate in
administration of its educational policies, scholarships and loan programs, athletic and
other College-administered programs, and employment policies.
Campus Visits
A personal campus visit is strongly recommended. Prospective students should make
every effort to visit Pitzer and should expect to spend two or more hours on the campus.
An interview with an admission counselor not only makes it possible for us to
understand better the students’ individual strengths as candidates, but it also provides
the students an opportunity to gain further information about the College. If distance
and/or circumstances prohibit a visit to the campus, a telephone interview can be
arranged. Early Decision applicants are required to have an interview (either in person or
by phone) by December 1.
The Admission Office is open all year for campus tours and interviews, Monday through
Friday (except holidays) and on Saturday mornings during the fall semester.
Appointments for campus tours and interviews may be made by calling (909) 621-8129 or
(800) PITZER1.
First-Year Admission
High School Preparation
Your best preparation for success at Pitzer is the completion of a rigorous college
preparatory program. Continuing academic challenge is important, and that challenge
should continue throughout your senior year. Your studies should include a minimum of
four years of English (especially courses that emphasize writing); three years of social
and behavioral sciences; and three years each of a laboratory science and mathematics,
331
and three years of the same foreign language. We strongly recommend that you take
advantage of honors and advanced placement courses offered at your school. All offers of
admission are contingent upon continued academic excellence through completion of the
senior year.
Application Process
Pitzer College’s admission criteria for first-year students provides applicants with greater
flexibility in presenting application materials that accurately reflect their diverse
academic abilities and potentials. Pitzer exempts students graduating in the top 10
percent of their class, or those who have an unweighted cumulative grade point average
of 3.50 or higher in academic subjects (i.e., courses in the humanities, mathematics,
sciences and social sciences), from having to submit standardized tests (i.e., ACT or SAT).
Applicants not falling into either one of those categories are required to submit at least
one of the following options:
• ACT scores, or
• SAT scores, or
• Two or more Advanced Placement test scores of at least 4 (one must be in
English or English Language, and one in mathematics or a natural science), or
• Two International Baccalaureate exams: one must be in English 1A and one
must be in the Mathematics Methods (Standard Level, or a higher-level course
in mathematics), or
• Two exams: One recent junior or senior year graded, analytical writing sample
from a humanities or social science course, AND a graded mathematics
examination, preferably a final or end-of-semester exam in the most advanced
mathematics course possible. The samples must include the teacher’s
comments, grades, and the assignment.
Application Forms
Pitzer College accepts the Common Application as its ONLY application for admission
for first-year students. All sections are required. Two required teacher references should
come from teachers in the humanities, mathematics, sciences, or social sciences. We also
require a SUPPLEMENT to the Common Application. You can access this form from our
website (www.pitzer.edu) or from the Common Application website (www.commonapp.org).
Hardcopies can also be obtained from your high school counselor or by contacting the
Office of Admission. You must also submit your high school transcript, and transcripts of
colleges attended, if any.
Application Deadlines
There are two options for applying to Pitzer: Early Decision and Regular Decision.
Students accepted for Early Decision must submit commitment deposits by February 1.
Regular Decision commitment deposits are due May 1.
Early Decision
Students who have decided, after a thorough and thoughtful evaluation, that Pitzer

332 ADMISSION TO PITZER
ADMISSION TO PITZER
College is their first choice are invited to apply as Early Decision candidates. Early
Decision is a binding agreement whereby applicants agree that if they are admitted to
Pitzer they will withdraw all other applications and not initiate new ones. In addition,
applicants agree not to apply to Early Decision at any other institution while applying for
ED to Pitzer College.
The deadline for applying for Early Decision is November 15—ALL required application
materials are due in the Admission by this date. Early Decision applicants are required to
have an interview (either in person or by phone) by December 1. Candidates are notified
of admission decisions by January 1. Applicants who are applying for financial aid must
submit the CSS PROFILE Form by November 15, so a financial aid award can be made
simultaneously with the offer of admission. The FAFSA form, which is also required,
must be filed after January 1, and no later than February 1. NOTE: Early Decision is not
available for transfer applicants.
Regular Decision
Applicants for Regular Decision must submit ALL required application materials by
January 1. Interviews for regular Decision students are not required but strongly
recommended. Interviews must be completed by February 1. Notification letters will be
sent by April 1.
Application Fee
A $50 application fee or a request for fee waiver from a secondary school counselor is
required with each application. This fee is not refundable. Checks or money orders
should be made payable to Pitzer College.
Deferring Entrance
Once admitted, students may be considered for deferral for a year to pursue nonacademic
goals. To hold a place, students must submit the commitment deposit by May
1. A letter requesting deferred entrance explaining your plans for the deferral period is
also required.
TRANSFER ADMISSION
We welcome transfer applicants from two- and four-year colleges. To be considered for
transfer admission you must have completed a minimum of 16 semester units or 32
quarter units prior to the application deadline. You may transfer from a community
college before completing your Associate of Arts degree.
When transferring from another accredited college or university, we expect that the
courses you have completed will show a broad range of academic subjects. In addition,
we expect that you will have completed the English Composition sequence, or its
equivalent, before transferring to Pitzer. As a transfer student you will be required to
complete at least two full-time years of coursework (64 semester units/16 courses) at
Pitzer in order to qualify for a degree.
Application Forms
Transfer students are required to use Pitzer’s TRANSFER APPLICATION (not the
Common Application), which can be accessed from our website (www.pitzer.edu) or by
contacting the Office of Admission. All sections are required. One of the two required
teacher references should come from a teacher in the humanities, mathematics, sciences,
or social sciences. You must also submit transcripts of ALL colleges/universities attended.
If you have completed less than 32 semester units or 48-quarter units, you are required to
submit your high school transcript, or GED scores.
Application Deadline
To be considered for Fall Semester you must submit all required materials by April 15.
Notification letters will be sent by May 15, and commitment deposits are due by June 15.
For Spring Semester you must submit all required materials by October 15. Notification
letters will be sent by November 15, and commitment deposits are due by December 10.
Application Fee
A $50 application fee or a request for fee waiver is required with each application. This
fee is not refundable. Checks or money orders should be made payable to Pitzer College.
NEW RESOURCES
Pitzer established the New Resources program in 1974 to bring the small, liberal arts
college experience to students of non-traditional college age. The program was founded
with the conviction that a truly diverse campus is one eager to encounter the added
dimension brought by students of a range of ages as well as backgrounds and interests.
The application process for the New Resources program varies slightly from the regular
admission procedure. Students must complete two essays; send transcripts of all college
work completed; submit two references from people who can attest to their skills,
motivation, and readiness for college-level work; and must have one on campus interview.
For more information and an application form, contact the Office of Admission.
Application Deadline
To be considered for Fall Semester you must submit all required materials by May 1.
Notification letters will be sent by June 1, and commitment deposits are due by July 1.
For Spring Semester you must submit all required materials by October 15. Notification
letters will be sent by November 15, and commitment deposits are due by December 10.
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Application Fee
A $50 application fee or a request for fee waiver is required with each application. This
fee is not refundable. Checks or money orders should be made payable to Pitzer College.
VISITING STUDENTS
Students enrolled at other accredited colleges and universities who are in good academic
and disciplinary standing may seek admission as visiting students. Visiting students may
enroll part-time or full-time, but are not eligible for financial aid. They participate fully in
the life of the college like any other student, but are not degree seeking candidates. They
may later apply for regular status. Applications for the fall semester are due by April 15
and by October 15 for the spring semester.
INTERNATIONAL STUDENTS
Pitzer College is committed to the goals of international education and welcomes
applications from international students. In addition to the other required credentials,
students whose native language is not English need to demonstrate their English
proficiency by submitting their results from the Test of English as a Foreign Language
(TOEFL). Students must receive a score of at least 95 on the Internet-Based TOEFL (240
on the Computer-Based TOEFL) to be eligible for our regular program, though a score of
iBT 100 will be considered more competitive. A Certificate of Eligibility (Form I-20 AB)
will be provided once the student has accepted Pitzer’s offer of admission.
We also offer the Pitzer Bridge Program for students who are well qualified for
admission to Pitzer but have not yet reached the necessary level of English proficiency. A
TOEFL score of at least 68 on the Internet-Based TOEFL (190 on the Computer-Based
TOEFL) is required for admission to the Bridge Program. Bridge students are admitted as
regular, full-time students. For more information about international admission, please
request the International Student Brochure.
All admitted international students whose native language is not English will have their
skills evaluated upon arrival on campus. Based on that evaluation, a student may be
placed in appropriate credit courses for International Students courses through PACE:
University and Profession English, regular credit courses, or a combination of regular and
PACE coursework.
Pitzer College is authorized under federal law to enroll nonimmigrant students and will
issue a Certificate of Eligibility (Form I-20) to all accepted students. Federal law requires
that all international students present proof to the College and to the consular officer to
whom they apply for a visa that they have sufficient funds to pay the full cost of their
education in the United States. International students are not eligible for financial aid. See
also Program in American College English (PACE) for International Students, p. 31.
International Plus Admission
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For students who have earned the full certification associated with the following
examinations, Pitzer will grant up to one year of academic credit (eight courses). Students
must have original documentation of the examination results sent to the Pitzer Registrar
from the institution administering the examination. Students may be asked to pay for any
fees associated with translation or interpretation of these documents required by Pitzer
College. Credit is not granted for exams that duplicate each other, such as AP and IB
English Literature.
• General Certificate of Education Advanced Level Examinations (G.C.E. “A”
levels): three certificates with passes of A, B, or C.
• International Baccalaureate (I.B.)*;
• French Baccalaureate: minimum subject scores of 10 out of 20 in any series;
• German Abitur: minimum passes of ausreichend in each subject;
• Italian Maturita: minimum score of 36;
• Icelandic Studentsprof: minimum score of 4.5;
• Swedish Studentexamen: minimum score of 2.3;
• Swiss Federal Maturity Certificate: minimum score of 58.
Note: The distribution of credit on the Pitzer transcript and correlation with Pitzer’s
educational objective requirements will be determined by the International Student
Adviser and the student’s faculty adviser. If full certification is not completed,
individual courses or exams completed toward the certificate may be given credit.
Credit will not be awarded for subsidiary exams. For the G.C.E. exams, credit is
given at a ratio of 10.5 units per exam passed at the A, B, or C level.
* Eight courses will be granted for a diploma. For the I.B. courses, credit for individual
exams may be awarded only for higher-level exams (with passes for at least five) at a
ratio of 4 semester units per exam.
Advanced Placement (AP) Program Exams
Courses designed to accompany the College Board’s Advanced Placement Program
demand college-level work, and the Pitzer faculty may grant credit for superior
performance on an AP examination. Criteria may vary by field group, but no score lower
than four will be considered for credit. Credit is not granted for exams that duplicate
each other, such as AP and IB English Literature.
• AP credits are applied toward the 32 course graduation requirement, but may not
be used to satisfy an Educational Objective requirement.
• In general, AP credits do not apply to field of major requirements. Consultation
with the appropriate adviser/field group is required for possible exceptions.
CLEP
Pitzer does not grant credit for the College Level Examination Program, even when
students transfer from a college which gives credit for CLEP exams.

336 ADMISSION TO PITZER
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ADMISSION AND FINANCIAL AID
CALENDAR
October 15: Transfer applications for spring semester must be completed.
October 15: New Resource applications for spring semester must be completed.
November 15: Deadline for Early Decision applicants to submit PROFILE form to the
College Scholarship Service.
November 15: Notification of admission decisions for transfer applicants for spring
semester will be mailed.
November 15: Notification of admission decisions for New Resource applicants for
spring semester will be mailed
November 15: All application materials for Early-Decision candidates are due in the
Admission Office.
December 1: Early Decision interview deadline.
December 10: Commitment deposit deadline for transfers for spring semester.
December 10: Commitment deposit deadline for New Resources for spring semester.
January 1: Notification of decisions for Early Decision applicants will be mailed.
January 1: ALL APPLICATION MATERIALS FOR FIRST-YEAR CANDIDATES
FOR REGULAR DECISION ARE DUE IN THE ADMISSION OFFICE.
February 1: Commitment deposit deadline for Early Decision students.
February 1: Regular Decision interview deadline.
February 1: First-Year candidates who wish to apply for financial aid MUST file the
Free Application for Federal Student Aid (FAFSA) and the PROFILE
Form of the College Scholarship Service.
March 2: Transfer and New Resources candidates who wish to apply for
financial aid MUST file the Free Application for Federal Student Aid
(FAFSA) and the PROFILE Form of the College Scholarship Service.
April 1: Notification of admission decisions for first-year applicants and letters
of Financial aid eligibility will be mailed.
April 15: ALL application materials for fall transfer candidates are due in the
Admission Office
May 1: ALL application materials for fall New Resources candidates are due in
the Admission Office.
May 1: Commitment deposit deadline for Regular Decision students.
May 15: Notification of admission decisions for fall transfer applicants and
letters of financial aid eligibility will be mailed.
June 1: Notification of admission decisions for fall New Resources applicants
and letters of financial aid eligibility will be mailed.
June 15: Commitment deposit deadline for transfers for fall semester.
July 1: Commitment deposit deadline for New Resource students for fall
semester.
College Fees
Comprehensive Fees for Students $46,124
This fee covers tuition fees, room and board for the year, as well as various activities and
events available to Pitzer students at no charge. It does not include the cost for books,
supplies, travel, a single room, or room and board during vacation periods. This
comprehensive fee contains the following charges.
Tuition $32,704
Room (double) $ 6,456
Board (16 meals/week) $ 3,746
Facilities Fee $ 2,272
Student Activities $ 248
Campus Activities $ 688
Payment Schedules
College bills are payable in advance according to the schedules specified below. All
checks should be made payable to Pitzer College.
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For New Students:
TYPE OF FEE
1. New Student Deposit
AMOUNT DUE DATE
for Fall (held until Graduation) $300 May 1
2. Fall Semester Comprehensive Fees
3. New Student Deposit
$23,062 August 15
for Spring (held until Graduation) $300 December 15
4. Spring Semester Comprehensive Fees
For Returning Students:
$23,062 January 16
TYPE OF FEE AMOUNT DUE DATE
1. Fall Semester Comprehensive Fees $23,062 August 15
2. Spring Semester Comprehensive Fees $23,062 January 16
Miscellaneous fees include, but are not limited to, the following:
1. Housing:
Single Room Fee (in addition
to double room charge)
2. Registration:
$447 per semester
Part-Time Tuition Fee (fewer than 3 courses) $4,088 per course
Summer Independent Study $4,088 per course
Auditing Fee (except for alumni and
students regularly enrolled in
The Claremont Colleges)
$165 per course
Course Overload (over 5 per semester) $220 per course
Late Registration $10 per day
Failure to Pre-Register
3. Medical Insurance
$50
Under age 25 $963
Age 25 and over
(Medical Insurance is mandatory. If no proof
$1305
of medical insurance is provided. Pitzer College
Medical Coverage is charged. Non-refundable)
4. Parking Fees
Off-Campus fee per semester $15
On-Campus fee per semester
5. Transcript:
$30
3-5 day (regular) Transcript Processing:
One-day Transcript Processing
No Fee
a) Rush $10 per transcript
b) Federal Express/Express Mail*
*additional fee per request transcript service
$5
6. Miscellaneous:
Study Abroad Application Fee $25
Petitions for late addition of course(s) $25 per petition
Petitions for late drop of course(s) $25 per petition
Petitions for late withdraw of course(s) $25 per petition
Petitions for late Pass/Non-credit course(s) $25 per petition
Petitions for late independent study course(s) $25 per petition
Course Fees: See course descriptions
(Nonrefundable after last day to add courses: Fall—Sept. 17, 2007/Spring—Feb. 4, 2008)
7. Student Accounts: Late Payment of Bill $50 per month
Personal Expenses
Personal expenses will vary from student to student. The typical range is from $1,350 to
$2,000 per year and covers the following:
1. Books and supplies $550 - 900
2. Incidental personal expenses $800 - 1,100
Note: Travel expenses & medical insurance are not included. Premium for the Students’
Accident & Sickness Medical Expense Insurance is $963 if the student is not otherwise insured.
College Bills
All College bills are due each semester in advance and must be paid by August 15, 2007
for the Fall semester and January 15, 2008 for the Spring semester. Bills not paid by these
dates are delinquent. We accept check, cash, or money order for full payment of the
student account. Students wishing to pay by installments may do so by arranging a
college approved payment plan.
Note: The College approved payment plan must be set up prior to July 1 (for Fall
semester) and December 15 (for Spring semester).
It is the financial responsibility of students to pay the tuition, fees, and, as appropriate, room
and board, once the College has begun rendering services in the form of classroom instruction.
Delinquent Accounts
No student whose account is not current will be permitted to enroll or receive transcripts.
Seniors must settle all college bills by April 30 in order to receive their diplomas with
their class at commencement.
If an account with a college approved payment plan is terminated because of delinquency,
that balance of the account becomes due and payable immediately to the College.
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No former student with a delinquent account will be issued an academic transcript. A
cashier’s check, money order or cash is required to pay a delinquent account for a student
no longer enrolled at Pitzer College for the transcript to be released.
A student’s account is due in full within thirty (30) days after leaving the College. If the
account is not paid or arrangements made to pay, the account will be referred to a
collection agency. If the College assigns an overdue account for collection, the college
retains the right to withhold the transcript until payment is made on the full amount due,

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whether payment is made to a collection agency or to the College. Any previous semester
and all new semester charges will be due and payable in full at the beginning of the
semester by cashier’s check, cash or money order only.
Returned Checks
If a check submitted for an account is returned unpaid, a $50 returned check charge is
assessed. The account becomes delinquent if payment by cashier’s check, cash or money
order is not received within ten (10) days of notification of check return. If payment is not
received by the tenth (10th) day, an additional $50 late fee will be assessed. If more than
one check in a semester is returned, payment of the account balance must then be made
by cashier’s check, cash or money order.
Refund Policies
Students who withdraw or take a leave of absence after the first day of the semester may
receive credit against the semester’s institutional charges (tuition, facilities fee, campus
activity fee, student activity fee, room and board) as described below. Whether any cash
refund will result from the credits received will depend on the payments that have been
made, the amount of financial aid that has been received by the student, and whether any
return of Title IV aid funds must be made. Title IV aid will be returned in the order
prescribed by Federal regulation. Title IV aid consists of the following programs and is
returned in the following order: Unsubsidized Federal Stafford Loan, Subsidized Federal
Stafford Loan, Federal PLUS, Federal Perkins Loan, Federal Pell Grant, Federal SEOG,
other Title IV programs, other aid (state/institutional funds).
The amount of Title IV aid which must be returned is based on the percentage of
“unearned” aid. This percentage is based on the amount of time completed in the
semester and is calculated by dividing the total number of calendar days in the semester
into the number of calendar days completed. The percentage of Title IV assistance to
which the student is entitled (has “earned”) is equal to this percentage of the semester, up
to 60 percent.
First time students who receive Title IV financial aid and withdraw or take a leave of
absence before the 60 percent point in the semester will have their refund calculated
according to the Federal pro rata refund policy. For all other students, refunds will be
calculated as listed below:
1. Formal Withdrawal or Leave of Absence Request from the College filed with the
Registrar
a. Withdrawal up to one week before or on the first day of class-100 percent
refund of institutional charges (less an administrative fee of $100). August 23,
2007 for fall semester; January 14, 2008 for spring semester.
b. Withdrawal from the College after the first day of class through the last day to
add-90 percent refund of institutional charges. September 5, 2007 - September
17, 2007 for fall semester; January 23 – February 4, 2008 for spring semester.
c. Withdrawal from the College after the last day to add classes through the first
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50 percent of the semester-50 percent refund of institutional charges. September
18-October 25, 2007, for fall semester; February 4-March 13, 2008, for spring
semester.
d. No refund after October 26, 2007, for fall semester; March 14, 2008, for spring
semester.
2. Reduction in the total number of registered courses for enrolled student
a. by the last official day for entering classes-fall: September 17, 2007; spring:
February 4, 2008 — refund of difference between original and adjusted tuition;
b. after the last official day for entering classes — no refund. September 18, 2007,
for fall semester; February 5, 2008, for spring semester.
3. Commitment Deposit
After withdrawal or graduation full refund less any outstanding charges on student account.
FINANCIAL AID
Pitzer College’s financial aid program supports the goals of the admission program: to bring
to the campus a student body of quality and diversity. During the 2006-07 academic year,
approximately 52 percent of the Pitzer student body received some form of financial assistance.
Financial aid at Pitzer College is based on financial need, and provides financial
assistance to those students whose family financial resources cannot meet Pitzer’s costs.
To be eligible for financial aid from Pitzer College, a student must be admitted to or
regularly enrolled on a full-time basis in a program leading to a Pitzer degree and must
be either a U.S. citizen or an eligible non-citizen. The student may not owe a refund on a
grant or loan received for attendance at any institution. The student must submit the
appropriate financial aid applications; must apply on his/her own for any state or private
awards for which s/he may be eligible; and must provide all required information by the
required deadlines. Students seeking a second bachelor’s degree are not eligible for
financial aid from Pitzer College.
Costs
The basic budget for an on-campus student for the 2007-08 academic year listed below
does not include the cost of travel to the campus.
Tuition $32,704
Fees $3,208
Room (double) $6,456
Board (16 meal plan) $3,756
Books and personal supplies (estimate) $2,000
In addition, there is a $447 fee per semester for a single room (total single room cost for
2007-08 is $7,350).
Financial aid for students who wish to participate in a study abroad program is granted

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only for programs sponsored by Pitzer College and approved by the Study Abroad
Committee. Students are typically eligible to receive financial aid for only one Study
Abroad program (normally one semester in duration). Students may apply a portion of their
financial aid package to the Summer Health Program in Costa Rica or the Summer Study
in Japan Program. Financial aid is not available for other summer study abroad programs.
Financial aid awards do not cover any lab or course fees, course overload fees, single
room fees, the graduation fee, or any other miscellaneous fees not included in the budget
listed above. Further, financial aid to New Resources students will not exceed the cost of
tuition and fees, or any needed part thereof.
How to Apply
All new students who are admitted to Pitzer and demonstrate financial need are offered
financial aid to meet their need, provided that they have completed the required
applications by the appropriate deadline. Students who do not complete the required
forms or who do not meet the deadlines may be placed on a financial aid wait list and
may not receive financial aid. It is important to note that the financial aid deadline is
different from the admission application deadline.
First Year Applicants
All applicants for financial aid must complete two forms: the Free Application for Federal
Student Aid (FAFSA) and the PROFILE Form of the College Scholarship Service. Pitzer
must be listed on both forms as a recipient of the information. Pitzer’s Federal School
Code number for the FAFSA is 001172. Applicants may apply on the web at
www.fafsa.ed.gov. In addition, all applicants must register for, and complete, a PROFILE
application through the College Scholarship Service (CSS). Students may complete the
PROFILE application on-line at www.collegeboard.com. Pitzer’s CSS code number is 4619.
Both the FAFSA and the PROFILE application must be filed by February 1.
In situations where the applicant’s parents are divorced or separated, the parent with
whom the applicant resides should complete the FAFSA and the PROFILE form. In
addition, the parent with whom the applicant does not reside should complete the Non-
Custodial PROFILE.
Students applying as Early Decision candidates should submit the PROFILE application
by November 10.
Transfer Applicants
Transfer candidates applying for financial aid must file both the Free Application for
Federal Student Aid (FAFSA) and the PROFILE Form of the College Scholarship Service
by March 2. For code numbers and other instructions see the first year applicant section.
New Resources Applicants
Students applying to the New Resources Program need to complete the Free Application
for Federal Student Aid (FAFSA) by March 2. Applicants to the New Resources Program
are not required to complete a PROFILE Form.
Returning Students
Students applying for renewal of aid, or current students applying for the first time,
should submit the FAFSA and the PROFILE form to the appropriate processing center no
later than March 2.
Pitzer encourages all California residents applying for financial aid to also apply for a Cal
Grant by submitting a Cal Grant GPA Verification form to the California Student Aid
Commission. All applicants for financial aid need to submit a copy of their parent’s 2007
federal income tax return, complete with all schedules and attachments, by May 1. Any
financial aid offer made before receipt of the tax return is considered tentative. Further,
students should know that once they have entered Pitzer College as dependent students,
the College will not recognize a change to independent status in awarding college aid.
For federal financial aid an independent student is one who is 24 or older by December
31 of the award year; is an orphan or ward of the court; is a veteran of the Armed Forces;
has legal dependents other than a spouse; or is married. Pitzer College requires that all
applicants who are less than 24 years old on August 31 of the award year provide
parents’ financial information, regardless of status, to be considered for College funded
financial aid. In general no applicant under the age of 24 is considered to be independent
of parental support for purposes of College aid.
How Need is Determined
At Pitzer, financial aid is viewed as supplementary to the resources of the student and
his/her family. Using the information provided on the FAFSA and the PROFILE form, the
Financial Aid Office will determine the amount that the family can be expected to
provide, taking into consideration taxes paid, family size, number of family members in
college and other factors. Each student is expected to use a part of his/her accumulated
savings and to contribute approximately $1,550-1,900 for books and personal expenses.
The amount the family is able to contribute is subtracted from the total educational
budget and the difference is the student’s financial need.
No aid is renewed automatically. Each student is responsible for reapplying each year by
submitting the FAFSA and the PROFILE form by March 2. The Financial Aid Office
343

344 ADMISSION TO PITZER
ADMISSION TO PITZER
reviews financial need annually, makes adjustments where necessary to reflect changes in
the financial need of students and the costs of attending Pitzer, and makes financial aid
awards based on available resources. Pitzer will require a student to assume increased
loan amounts and/or employment-that is, increased self-help-as s/he progresses toward
the degree. To be eligible for renewal of financial aid, a student must be eligible to reenroll
as determined by the College’s Academic Standards Committee.
Satisfactory academic progress is normally defined as maintenance of a minimum
cumulative GPA of 2.00. A student whose cumulative GPA falls below a 2.00 may be
placed on probation by the College’s Academic Standards Committee. Normally, a
student will not receive financial aid for the second consecutive semester on probation if
his/her GPA the first semester on probation is less than 2.00. In addition, the student must
continue to meet the appropriate deadlines. A student entering Pitzer as a freshman will
be eligible for a maximum of eight full-time semesters of financial aid. A student must
make satisfactory progress toward the bachelor’s degree in order to remain eligible for
financial aid. Normally, a full-time student completes four courses each semester. Each
full-time student receiving financial aid must complete a minimum of six courses at the
end of two semesters; a total of 14 courses after four semesters; a total of 22 courses after
six semesters; and a total of 32 courses in order to receive the bachelor’s degree at the end
of eight semesters. Transfer students’ eligibility is based on their standing at the time of
transfer and is equal to the number of full-time semesters remaining toward the
bachelor’s degree. Transfer students with junior class standing must complete a minimum
of 16 courses in four semesters.
Students who apply for admission and for financial aid will be notified of both decisions
at the same time (first-year students by April 1; transfers by May 15). Returning students
will receive notification of new awards and renewals in June.
If a student receives financial aid from any other source after the FAFSA and PROFILE
forms have been filed, or after the Financial Aid Office has made an offer of aid, s/he
must notify the Financial Aid Office. An adjustment will then be made in the financial aid
award so that the award will not exceed financial need.
Sources and Types of Financial Aid
Financial aid funds at Pitzer are derived from three sources: institutional, state, and
federal funds comprise our financial aid program. A student’s eligibility for Federal funds
is determined based on information provided on the FAFSA and the Federal
Methodology. The dollar amount of Federal funds awarded to a student is dependent on
specific program funding. To be eligible for an ACG or National SMART grant, a student
must receive a Pell grant, must be a full-time student, and must be a U.S. citizen.
All grant and loan funds are credited to the student’s account and are divided equally
between the first and second semester. Employment funds are paid directly to the student
by check and it is the student’s responsibility to ensure that college costs are being met.
Pitzer Grants. Each year, the Board of Trustees of the College allocates a certain portion
of the total budget to be used for Pitzer Grants. These grants are based solely on financial
need and are administered by the Financial Aid Office. The applications required are the
Free Application for Federal Student Aid and the PROFILE Form.
Cal Grant A. All California residents applying for financial aid are encouraged to apply
for a Cal Grant A, administered by the California Student Aid Commission, using the
Free Application for Federal Student Aid. In addition, all applicants for the Cal Grant are
required to file a GPA Verification Form. The Cal Grant application deadline is March 2.
These grants range from $600 to $9,708, depending upon a student’s need.
Cal Grant B. These awards, administered by the California Student Aid Commission, are
aimed at high-potential students from low-income/disadvantaged backgrounds. The
FAFSA is used to apply for this grant. These grants range from $1,551 during a student’s
first year in college up to $11,259 depending upon a student’s need.
345
Federal Supplemental Educational Opportunity Grants. Awards from these federal
funds may range from $100 to $4,000, and are made to students with exceptional financial
need. These awards are administered by the Financial Aid Office.
Federal Pell Grant. These awards, administered by the U.S. Department of Education
through participating institutions, provide a financial aid foundation for students with
high need. For the 2007-08 academic year, awards may range from $400 to $4,310. The
amount of the award is based on a determination of the student’s financial aid eligibility,
the cost of attending Pitzer, and a payment schedule issued to all approved educational
institutions by the U.S. Department of Education.
Academic Competitiveness Grants (ACG). These federal awards are available to
students in their first and second years of college. Students must have completed a
rigorous secondary school program of study as established by a state or local educational
agency and recognized by the U.S. Secretary of Education. Up to $750 will be awarded to
eligible first-year students,, and up to $1,300 for second-year students.
National Science and Mathematics Access to Retain Talent (SMART) Grants. These
federal awards are available to students in their third and fourth years of college.
Students will be eligible if they are pursuing a major in mathematics, science (including
physical, life, and computer sciences), technology, engineering, or a critical foreign
language and have at least a cumulative 3.0GPA in college. Up to $4,000 will be awarded
to eligible students.
Loans
Two types of need-based Federal loans are available to Pitzer students: Federal Perkins
Loans and Federal Stafford Student Loans. In addition, the Financial Aid Office
administers Pitzer College Loans.

346 ADMISSION TO PITZER
ADMISSION TO PITZER
Loans are regarded as a means of enabling a student to invest some of his or her future
earnings in his or her education. Pitzer College requires students, as they progress
toward their degree, to assume larger loans each year. The average indebtedness of those
students who received financial aid for four years at Pitzer, and graduated in May 2006
was approximately $20,700. An educational loan is a financial obligation that the student
must repay. Failure to make scheduled loan payments may affect a student’s future
ability to qualify for credit.
All students who borrow while at Pitzer are required to attend an exit interview before
leaving the College. This is a requirement before graduation, and for those students who
take a leave of absence or withdraw. Exit interview sessions are scheduled each spring, or
an individual appointment may be made by a student leaving the College at the end of
the fall semester.
Federal Perkins Loans. These federal long-term loans are awarded by the Financial Aid
Office to students with exceptional need. Loans may range up to $4,000 per year, with a
cumulative four-year maximum of $12,000. No interest is charged while the student is in
school. The interest rate during the repayment period is 5 percent. Repayment of
principal and interest begins nine months after the student ceases to be enrolled at least
half-time and, depending on the amount borrowed, may be extended for up to 10 years.
Federal Stafford Student Loans. The Federal Stafford Student Loan program provides
both subsidized and unsubsidized loans to students. Those students who demonstrate
financial need through the FAFSA and the Federal Methodology and therefore qualify for
a subsidized loan do not pay interest during the time they are enrolled at least half-time;
the interest is paid for them by the federal government. Students who do not qualify for a
subsidized loan must pay the interest on the loan during the time they are enrolled.
Repayment of the principal for both subsidized and unsubsidized loans begins six
months after the student ceases to be enrolled at least half-time. Annual loan limits are
$3,500 for first year students, $4,500 for second year students, and $5,500 for students in
their third or fourth year
Pitzer College Loans. These are long-term loans awarded by the Financial Aid Office to
students who have graduated from a California high school. Depending upon fund
availability, loans may range up to $10,000 per year. No interest is charged on these loans
and repayment of the principal begins six months after the student ceases to be enrolled
at Pitzer College.
Employment. Pitzer College participates in the Federal Work-Study Program. Awards are
made to students based on the Federal Methodology and available funding. Under this
program, students work for the College or for an approved off-campus employer. Offcampus
jobs are available in public and private nonprofit organizations.
Emergency Student Loan Fund. Short-term, no-interest emergency student loans are
available to students faced with unexpected emergencies. Students may borrow up to
$100 for 30 days if they are able to verify their ability to repay the loan. Students needing
a small, short-term emergency student loan should contact the Financial Aid Office. A
student need not be receiving financial aid to qualify for an emergency student loan. The
funds that make these loans possible represent Pitzer College’s portion of a gift to the
Independent Colleges of Southern California made by First Interstate Bank of California.
Long-Term Loans for Parents
Federal PLUS Loans. The Federal PLUS Program permits parents to borrow as much as
the full cost of attendance, minus any financial aid, each year. Federal PLUS Loan
borrowers do not have to demonstrate financial need but a satisfactory credit check is
required for loan approval. Repayment of principal and interest normally begins within
60 days. (Some lenders may offer deferments of principal and interest while the student
is enrolled although interest does accrue.) The interest rate is 8.5 percent. For more
information about this program or an application, contact the Financial Aid Office.
Financial Aid Deadline Calendar
November Applications (FAFSA and PROFILE registration forms) for financial aid
(including new Cal Grants) are available from high school counseling
offices or from the Financial Aid Office at Pitzer.
November 15 Deadline for Early Decision applicants to submit PROFILE form to the
College Scholarship Service.
December Information about re-applying for financial aid mailed to homes of
currently enrolled Pitzer students.
February 1 Deadline for prospective first-year students to submit FAFSA and
PROFILE form to the appropriate processing centers.
March 2 Deadline for currently enrolled students to submit FAFSA and
PROFILE form to the appropriate processing centers, either on-line or
by mail.
March 2 Deadline to apply for Cal Grant programs.
April 1 Prospective first-year students will be notified of admission and
financial aid.
May 1 Deadline for receipt of 2007 1040 tax return copies.
May 15 On or before May 15, prospective transfers will be notified of admission
and financial aid.
June 1 Returning Pitzer students notified of financial aid awards.
347

SCHOLARSHIP CONTRIBUTIONS
SCHOLARSHIP CONTRIBUTIONS
Endowed Scholarship Funds
Pitzer College gratefully acknowledges donors of the following endowed scholarships,
which provide scholarship support in perpetuity:
The Hirschel Abelson Scholarship
The Academic Achievement Scholarship
The Ahmanson Foundation Scholarship
The John W. Atherton Scholarship
The Dorothy Durfee Avery Scholarship
The R. Stanton Avery Foundation Scholarship
The Milton Avery Arts Scholarship
The Roxanne Belding ‘79 Scholarship
The David Bloom ‘85 Memorial Scholarship
The Eli and Edythe Broad Scholarship
The Brunger Family Scholarship
The Amanda Crosby ‘97 Memorial Scholarship
The Clayton C. and Frances Ellsworth Scholarship
The Yuri Fairchild Memorial Scholarship
The Jonathan P. Graham ‘82 and Elizabeth B. Ulmer Scholarship
The Jill Ford Harmon ‘66 Scholarship
The William Randolph Hearst Scholarship
The Herold Family Scholarship
The History Scholarship
The Sylvia Sticha Holden Scholarship
The Charles and Phyllis Horton Scholarship
The Johnson Family Scholarship
The Fletcher Jones Foundation Scholarship
The Helen Juda Fund Scholarship
The Katherine Keck Scholarship
The W.M. Keck Foundation Scholarship
The W.M. Keck Foundation Joint Science Scholarship
The Terry and Margaret Lenzner Scholarship
The Maureen Lynch ‘77 Scholarship
The MCA/Universal Foundation Scholarship
The Janet Irene MacFarland Scholarship
The Marilyn Chapin Massey Scholarship
The George H. Mayr Trust Scholarship
The Nancy Penick McGarry Scholarship
The Mead Foundation Scholarship
The Sheryl F. Miller Scholarship
The Diane Mosbacher ‘71 Scholarship
The Robert Lee Munroe Scholarship
The Nathan Family Scholarship
The Maud Barker Neff Scholarship
The Mary Pickford Foundation Scholarship
The Flora Sanborn Pitzer Scholarship
Kenneth S. and Jean M. Pitzer Scholarship
The Esther Stewart Richards Scholarship
The Margot Levin Schiff Scholarship
The Annis Van Nuys Schweppe Scholarship
The C.V. Starr Foundation Scholarships
349

350 SCHOLARSHIP CONTRIBUTIONS
TRUSTEES, ADMINISTRATION AND FACULTY
The John Stauffer Memorial Scholarship
The Harry and Grace Steele Foundation Scholarship
The Laura Skandera Trombley Scholarship
The Trustee Community Merit Scholarship
Annually Supported Scholarship Funds
Generous annual support allows Pitzer to make a number of scholarships available to
students on a year-to-year basis.
African American Scholarship
The Ahmanson Foundation Scholarship
Bridget Baker ‘82 Scholarship
Coca-Cola Foundation First Generation Scholarship
Community Service Intern Scholarship
Edison International Scholarship
Lew Ellenhorn Scholarship
Mablean Ephriam ‘71 Scholarship
Study Abroad Scholarship
Forest Lawn Foundation Scholarship
Gloria and Peter Gold Scholarship
Jill Ford Harmon ‘66 Scholarship
The John Randolph Haynes and Dora Haynes Foundation Scholarship
Independent Colleges of Southern California (ICSC) Scholars
Agnes Moreland Jackson Scholarship
Kohoutek Scholarship
La Croix New Resources Scholarship
Ron Macaulay Scholarship
The George H. Mayr Trust Scholarship
Milken Family Foundation Scholarship
Lee Munroe Scholarship
Ruth Munroe Scholarship
Fabian Núñez ‘97 Scholarship
Ralph M. Parsons Scholarships
Ann Peppers Foundation Scholarship
Pitzer Family Connection Scholarship
The Mabel Wilson Richards Scholarship
Ellin Ringler-Henderson Scholarship
Harry W. and Virginia Robinson Trust Scholarship
Jill Schimpff International Scholarship
Trustees, Administration and Faculty
BOARD OF TRUSTEES OFFICERS
Eugene P. Stein, Chair
John N. Tierney, Vice Chair
Laura Skandera Trombley, President
Vicke Selk, Treasurer and Vice President for Administration
Lori M. Yoshino, Associate Treasurer
Kenneth L. Pifer, Controller
Mia M. Alonzo, Assistant Controller
Melissa J. Barnes, Assistant Controller
Denise L. Leyk, Assistant Controller
Sylvia Piñon-Gomez, Assistant Controller
Shelly Zahrt-Egbert, Assistant Controller
Jennifer Berkley, Secretary to the Board of Trustees
MEMBERS OF THE BOARD OF TRUSTEES
Hirschel B. Abelson P`92
President, Stralem & Company, Inc.
Bridget Baker `82
President, Television Networks Distribution, NBC Universal Cable
Robert Bookman P`07
Agent & Partner, Creative Artists Agency
Marc D. Broidy `95
Vice President Financial Adviser, Merrill Lynch
Donnaldson Brown `82
Brooklyn, New York
William G. Brunger P`01
Internal Consultant Continental Airlines
Nancy Rose Bushnell `69
Laguna Beach, California
Claudio Chavez ’88
Partner, DLA Piper Rudnick Gray Cary, LLP
Jorge Delgado
Manhattan Beach, CA
Susan G. Dolgen P`97
Access & Answers
Sara Love Downey P`88, P`89, & P`91
Chicago, Illinois
Vicki Kates Gold
Los Angeles, California
Donald P. Gould
President & CIO, Gould Asset Management
351

352 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
Jonathan P. Graham ’82
Senior Vice President & General Counsel, Danaher Corporation
Susan E. Hollander ’79
Partner, Manatt Phelps & Phillips
Deborah Bach Kallick ’78
Executive Director, Government & Industry Relations, Cedars-Sinai Health
System
Robin M. Kramer ’75
Chair Elect of the Board; Chief of Staff, Mayor Antonio Villaraigosa
Thomas H. Moore ’82
Vice President, Morgan Stanley Investment Management
James E. Orlikoff ’76
President, Orlikoff & Associates, Inc.
Arnold Palmer
Senior Vice President, Sanders Morris Harris
Shana Passman P’04 & P’08
Beverly Hills, California
Ann E. Pitzer
La Jolla, California
Russell M. Pitzer, PhD
Professor, Dept. of Chemistry, Ohio State University
Paula Pretlow P’08
Senior Vice President, Client Relations, Capital Guardian Trust Company
Susan S. Pritzker P’93
Chicago, Illinois
William D. Sheinberg ’83
Partner in The Bubble Factory
T.D. Smith P’07
President, Telluride Real Estate Corporation
Shahan Soghikian ’80
Managing Director, Panorama Capital
Lisa Specht
Partner, Manatt, Phelps & Phillips
Eugene P. Stein
Chair of the Board; Vice Chairman, Capital Guardian Trust Company
Gerald P. Stern P’07
Private Practice Attorney
Cynthia Telles, PhD
Associate Clinical Professor, UCLA School of Medicine
John N. Tierney
Law Offices of John N. Tierney
Laura Skandera Trombley, PhD
President, Pitzer College
Robert Wilson P’06
Chairman-CEO, Caxton Health Holdings, LLC
Charlie Woo
Chief Executive Officer, Megatoys
EMERITI TRUSTEES
Robert H. Atwell
Former President, Pitzer College
Constance Austin P’78
Los Angeles, California
Eli Broad P’78
The Broad Foundations
Harvey J. Fields, PhD, P’85
Rabbi Emeritus, Wilshire Boulevard Temple
Peter S. Gold P’74
Los Angeles, California
Patricia G. Hecker P’76
St. Louis, Missouri
Bruce E. Karatz P’94
Chairman and CEO, KB Home
Marilyn Chapin Massey, PhD
Former President, Pitzer College
Murray Pepper, PhD
President, Home Silk Properties, Inc.
Edith L. Piness, PhD
Mill Valley, California
Richard J. Riordan
Former Mayor, City of Los Angeles
Deborah Deutsch Smith, PhD ’68
Professor of Special Education & Director, IRIS Center-West, School of Educational
Studies, Claremont Graduate University
ADMINISTRATION
Eric Addison, Computer Lab Manager, 2003. B.S., California State Polytechnic
University, Pomona.
Susan Andrews, Vice President for Public Relations, 2003. B.S., Western Illinois
University; M.S., Illinois Institute of Technology.
Christopher Askew, Director of Advancement Systems, 2007. BA, Pomona College;
M. Div., American Baptist Seminary of the West.
Laurie Babcock, Web Architect, 2003. BA, University of Redlands.
Michael Ballagh, Assistant Dean of Faculty, 1999. BA Trinity College, Dublin; MA,
Louisiana State University.
Neva Barker, Director of Study Abroad Admission and Advising. BA, University of
Arkansas.
Jennifer Berkley, Special Assistant to the President/Secretary to the Board of
Trustees, 1994. BA, Whittier College; MA, Claremont Graduate School; PhD,
Claremont Graduate School.
Carol A. Brandt, Vice President for International and Special Programs and
Instructor in English for International Students, 1988. BA and MA, California State
University, Fresno. (See Faculty.)
353

354 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
Rochelle Brown, Director of Academic Support Services, 1999. BA, Pitzer College.
BA, State University of New York at Albany; MA, Bowling Green State University.
Christopher Brunelle, Director of Residence Life, 2004. BA, Bradford College.
Linda Bunch, Career Counselor, 2004. BA, University of the Pacific; MA, Azusa
Pacific University.
Larry Burik, Director of Facilities, 2005. B.S., Pennsylvania State University; M.S.,
University of Southern California.
Kyle Butts, Assistant Director of Information Technology/Technical Services, 1999.
Kiara Canjura, Associate Director, Human Resources, 1999. BA, Pitzer College;
M.P.A., California State Polytechnic University, Pomona.
Margaret Carothers, Director of Financial Aid, 1987. BA, Pitzer College.
Moya Carter, Associate Dean of Students, 2001. BA, MA, Azusa Pacific University.
Emily Cavalcanti, Associate Director of Public Relations, 2005. BA, Elmhurst
College. MA, University of Chicago.
Tressi Mehana Chun, Housing Coordinator, 2001. BA, University of La Verne.
Joseph Clements, Arboretum and Grounds Manager, 2001. BA, Whittier College.
Mark Crawbuck, Manager of Custodial Services, 1995.
Kebokile Dengu-Zvobgo, Program Coordinator for the Center for Intercultural and
Language Education (CILE), Director of International Exchanges, 2002. B.S.,
University of Rhodesia. M.S., Edinburgh University. M.BA, University of Zimbabwe.
Margie Donahue, Director of Nepal Program, 1990.
Mike Donahue, Director of Intercultural Education and Pitzer Programs, 1984.
Michelle Dymerski, Site Director of California International Studies and Education
Project (CISEP), 2006. BA, University of California, Riverside; M.Ed., Claremont
Graduate University; MA, California State University, San Bernardino.
Jasmin Escobar, Assistant Director of Admission, 2004. BA, California State
Polytechnic University, Pomona.
Teresa Flores, Assistant Director, Career Services, 1996, BA, California State
Polytechnic University, Pomona.
Robert Fossum, Director of Special Programs, 1985. BA, Pitzer College.
Nadine Francis, Associate Vice President of College Advancement, 1993. BA, Scripps
College; M.BA, University of Redlands.
Christina Frausto, Assistant Director of the Center for California Cultural and Social
Issues (CCCSI), 2003. BA, Pitzer College; MA, Claremont Graduate University.
Christopher Freeberg, Associate Dean of Students/Director of Gold Student Center,
1987. BA, University of California, Santa Cruz; M.S.W., University of Iowa.
Edward Gonzalez, Assistant Director of Media Studies Production, 2004. BA, Pitzer
College.
Jean Grant, Director of Alumni Relations, 2006. BA, Taylor University; MA Azusa
Pacific University.
Deborah Grimsley, Stewardship & Donor Relations Officer, 2007.
Stephanie Guerra, Graphics Designer, 2006. BA, California State University,
Fullerton.
Yvonne Gutierrez, Assistant Director of Financial Aid, 2000. BA, Pitzer College.
Sandy Hamilton, Associate Director, Academic Administration/Institutional
Research, 1987, BA, Pitzer College; MA, Claremont Graduate University.
Mark Ingalls, Director of Information Technology, 1994. B.S., Brigham Young
University; M.BA, University of LaVerne.
Angel Jauregui, CX User/Portal SupportManager, 1997. B.S., ITT Technical Institute.
Alan Jones, Vice President for Academic Affairs/Dean of Faculty, 2001. (See Faculty)
Sharon Kaatmann, Assistant Registrar, 1983.
355
Jessica Kath, Project Research Manager, 2005. BA Luther College; M.Sc., University
of Bristol.
Marlene Kirk, Director of Human Resources, 1965.
Pati LaBelle, Assistant Director Academic Administration/Faculty Recruitment
Coordinator, 2001.
Micky Lee, Assistant to the Vice President/Dean of Students, 2005. BA, University of
Miami.
Lynn Lewis, Manager of Student Accounts, 1984. B.S., University of Phoenix.
Eric Lui, CX/Web Applications Support Manager, 2003. BA, University of California,
Berkeley.
Tracy Biga MacLean, Intercollegiate Department of Media Studies Academic
Director/Assistant Professor of Media Studies, 2004. (see faculty)
Karen Magoon, Jumpstart Program Coordinator, 2005. BA, Pitzer College.
James Marchant, Dean of Students and Vice President for Student Affairs, 1995. BA,
University of Redlands; MA, Claremont Graduate University.
Lynda McNamara, Senior Major Gifts Officer, 2003. BA, University of Washington.
Victor Milhon-Martin, Coordinator Audio-Visual, 1997. BA, Azusa Pacific
University.
Laura Moore, Registration and Records Specialist, 2006. BA, Pitzer College.
Cheryl Morales, Registrar, 1997. BA, Azusa Pacific University; MA, Claremont
Graduate University.
Peter Nardi, Director of Institutional Research; Professor of Sociology. (see Faculty)
Loy Nashua, Assistant Dean of Students, 1996. BA, Whittier College, MA, Claremont
Graduate University.
Gabriela Olmedo, Graphic Designer, 2007. BA, California State University, San
Bernardino.
Andrea Olson, Assistant to the President/Special Projects Coordinator, 2000. BA,
Pitzer College.
Angel Perez, Director of Admission, 2007. BA, Skidmore College; MA, Teachers
College, Columbia University.
Chris Peterson, Server/Desktop Manager, 1999. B.S., California State University,
Long Beach.
Constance Perez, Admission Counselor, 2005. BA, Pitzer College.
Susan Phillips, Director, Center for California Cultural and Social Issues (CCCSI)
and Faculty Associate in Urban Studies, 2002. (See Faculty)
Lynn Price, Residential Network Technician, 2004.
Laura Purcell, Associate Registrar, 1998. BA, University of California, Riverside.
Marilyn Mehaffie Ray, Senior Major Gifts Officer, 2002. BA, Pitzer College.
Sandra Reeves, Executive Assistant to the Vice President for Advancement, 1978. BA,
Pitzer College.
Lisa Ren, Budget Analyst, 2006. BA, University of California, Irvine.
Arnaldo Rodriguez, Vice President for Admission and Financial Aid, 1997. BA,
University of Portland; MA, University of Oregon; Ed.D. Seattle University.
Todd Sasaki, Associate Director of International Programs, 2002. BA, Swarthmore
College.
Kelly Sears, Director of Media Studies Production, 2006. BA, Hampshire College;
MFA, University of California, San Diego.
Vicke Selk, Vice President for Administration/Treasurer, 1971. M.S., Claremont
Graduate University.
Rebecca Shehee, Vice President for College Advancement, 2007. B.A., University of
Georgia.

356 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
Laura Skandera Trombley, President, 2002. BA, MA, Pepperdine University; PhD,
University of Southern California. (See Faculty)
Jonathan Soon, CX/Web Portal Programmer, 2005. B.S., University of California, Los
Angeles.
Shannon Spaccarotelli, Coordinator of Special Events & Communications, 2006. BA,
Chapman University.
Jim Stricks, Director of Foundation Relations and Faculty Support, 2001. BA, Cornell
University; MAT., University of Alaska, Fairbanks.
Karen Suarez, Director Career Services, 1999. BA, Hunter College; MA, Western
Michigan University.
Brendan Thyne, Coordinator for Substance Abuse Education & Outreach, 2006. BA,
California State University, Northridge; MA, National University.
Justin Voss, Associate Director of Admission, 2006. BA, Lewis & Clark College.
Kathleen Wigglesworth, Executive Assistant to V.P./Treasurer, 2000. BA, University
of Wisconsin.
Stephanie Velasco Poserio, Director of the Center for Asian Pacific American
Students (CAPAS), 2002. BA, University of California, Irvine; M.Ed., Harvard
University.
Lori Yoshino, Budget Director/Associate Treasurer, 1997. B.S., University of
Pennsylvania; M.BA, California State University, Fullerton.
Sonya Young, Administrative Coordinator of Intercollegiate Department of Black
Studies (IDBS), 2001.
Xiaoyu (Joanne) Zhang, Assistant Director of Information Technology/User Services,
1993. MA University of Canberra, Canberra, Australia; MA California State
University, Los Angeles.
Donna Zinser, Operations Manager, Admissions, 1986.
FACULTY
Robert S. Albert, Professor Emeritus, Psychology, 1965. BA, Vanderbilt University;
MA, University of Texas; PhD, Boston University.
++Rita Alcalá, Associate Professor of Hispanic Studies and Chicano Studies; Scripps
College, 1995. BA University of Texas, El Paso; MA, PhD Candidate, University of
Texas, Austin.
*Jennifer A. Armstrong, Assistant Professor of Biology, 2003. B.S., New Mexico State
University; PhD, University of California, San Diego.
Genetics, cell and molecular biology; chromatin dynamics and gene regulation in the fruit fly.
William Anthes, Assistant Professor of Art History, 2006. B.F.A, MA, University of
Colorado; PhD, University of Minnesota.
David Bachman, Assistant Professor of Mathematics, 2004. B.S., State University of
New York at Binghamton; PhD, University of Texas, Austin.
Mita Banerjee, Professor of Psychology, 1992. BA, University of British Columbia;
MA, University of Michigan; PhD, University of Michigan.
Emotional development, children’s folk theories, relationship between conceptual knowledge
and social adjustment, peer relationships, family and divorce.
Martha Barcenas-Mooradian, Visiting Instructor, Spanish. BA, Universidad
Veracruzana; MA, Ohio University; PhD (ABD), Ohio State University.
+Dipannita Basu, Professor of Sociology and Black Studies, 1995. B.S., University of
London, Chelsea College; PhD, Manchester University, Manchester Business School.
Research Associate, Nottingham Business School, Nottingham Polytechnic; Research
Associate, Center for Race and Ethnic Relations, Warwick University; Lecturer,
357
Liverpool Polytechnic, Manchester Business School.
Jill K. Benton, Professor Emerita of English, 1984. BA, University of California,
Riverside; MA, PhD, University of California, San Diego.
**Betty Bernhard, Associate Professor of Theatre, 1984. BA, Western Michigan
University; M.S., PhD, University of Oregon.
Sumangala Bhattacharya, Assistant Professor English and World Literature, 2006.
A.B., Smith College; MA, University of North Texas; PhD, University of Southern
California.
*Kersey A. Black, Professor of Chemistry, 1986. B.S., San Diego State University;
PhD, University of Oregon. Postdoctoral Fellow, Institut de Chimie Organique,
Universite de Lausanne; Visiting Assistant Professor, Vanderbilt University and
University of Oregon.
Computational investigation of chemical reactivity and reactive intermediates; development of
software for chemical education.
James B. Bogen, Professor Emeritus of Philosophy, 1967. BA, Pomona College; MA,
PhD, University of California, Berkeley.
Harvey J. Botwin, Professor Emeritus of Economics, 1967. BA, MA, University of
Miami; MA, Princeton University.
Nigel Boyle, Peter and Gloria Gold Professor of Political Studies, 1992. BA, Liverpool
University; MA, Virginia Tech; PhD, Duke University. SSRC and American Council
of Learned Societies Doctoral Fellow; Instructor, Duke University; Lecturer, Junior
Dean and Teaching Fellow, University College, Oxford.
European and comparative politics; the welfare state; labor unions.
Carol Brandt, Vice President for International and Special Programs and Instructor
in English for International Students, 1979. BA, MA, California State University,
Fresno. Instructor of English Language, California State University, Fresno, and
Claremont Graduate University; Instructor of Writing, Linguistics, and English
Language at California Polytechnic State University, Pomona.
Second language acquisition, TESOL training, language and gender, intercultural
communication.
++Raymond Buriel, Professor of Psychology, Pomona College, 1977. BA, MA, PhD,
University of California, Riverside.
Brian Yazzie Burkhart, Visiting Assistant Professor, Environmental Studies and
International Intercultural Studies. 2004.
Steven J. Cahill, Assistant Professor of Photography, 1984. BA, California State
University, Los Angeles; M.F.A., Claremont Graduate University.
++Jose Z. Calderón, Professor of Sociology and Chicano Studies, 1991. BA,
University of Colorado; MA, PhD, University of California, Los Angeles. Lecturer,
Aims College and the University of Northern Colorado.
Urban and Political Sociology; Race and Ethnic Relations; Multi-Ethnic Coalitions; Urban
Community Development; Critical Ethnography and Participant Observation; Language
Rights; Experiential and Service Learning; Chicano and Latino communities.
Emily Chao, Associate Professor of Anthropology, 1996. BA, University of California,
Berkeley; MA, New School for Social Research; PhD, University of Michigan, Ann
Arbor.
*Melissa J. Coleman, Assistant Professor of Biology, 2006. B.S. Samford University;
PhD, The University of Alabama at Birmingham.
Neurobiology, neurophysiology, neural basis of behavior, neural control of auditory-vocal
learning in songbirds.
*Newton H. Copp, Professor of Biology, 1980. BA, Occidental College; MA, PhD,
University of California, Santa Barbara. Assistant Professor, University of Redlands.

358 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
Animal behavior; vertebrate and invertebrate physiology; neurobiology.
*Gretchen Edwalds-Gilbert, Associate Professor of Biology, 2000. BA, Swarthmore
College; PhD, Cornell University Medical College/Sloan-Kettering Institute.
Cell and Molecular Biology; pre-mRNA splicing in yeast.
Lewis J. Ellenhorn, Professor Emeritus, Psychology, 1966. BA, MA, PhD, University
of California, Los Angeles.
*Clyde H. Eriksen, Professor Emeritus of Biology and Emeritus Director, Bernard
Biological Field Station of The Claremont Colleges, 1967. BA, University of
California, Santa Barbara; M.S., University of Illinois; PhD, University of Michigan.
+Halford H. Fairchild, Professor of Psychology and Black Studies, 1993. BA,
University of California, Los Angeles; MA, California State University, Los Angeles;
MA, PhD, The University of Michigan.
Social psychology; African American psychology; intergroup and race relations, survey
research.
Paul Faulstich, Professor of Environmental Studies, 1991. BA, Pitzer College; MA,
Stanford University; PhD, University of Hawaii at Manoa.
Cultural ecology; ecological design; the ecology of expressive culture; Aboriginal Australia.
Maya Federman, Associate Professor of Economics, 1998. B.S., Massachusetts
Institute of Technology; MA, PhD Harvard University.
Labor economics, education, public finance.
+Lorn S. Foster, Professor of Government and Black Studies, Pomona College, 1978.
BA, California State University, Los Angeles; A.M., PhD, University of Illinois.
Carmen Fought, Associate Professor of Linguistics, 1998. BA, MA, Stanford
University; PhD, University of Pennsylvania.
Phonology; bilingual language acquisition; sociolinguistics.
*Anthony F. Fucaloro, Professor of Chemistry, 1974. B.S., Polytechnic University;
PhD, University of Arizona. Postdoctoral Research Associate, New Mexico State
University and University of New Orleans.
Molecular spectroscopy, especially luminescence; electron impact.
David Furman, Professor of Art Emeritus, 1973. BA, University of Oregon; M.F.A.,
University of Washington.
+Stanley Gaines, Assistant Professor of Psychology and Black Studies, 1992. B.S.,
University of Texas, Arlington; PhD, University of Texas, Austin.
++Javier Galvez, Instructor of Dance, 1968. BA, Pomona College; Universidad
Autónoma de Mexico, Mexico City, Mexico.
Stephen L. Glass, John A. McCarthy Professor of Classics, 1964. BA, Pomona
College; MA, PhD, University of Pennsylvania. Curator, Wilcox Museum of Classical
Antiquities; Instructor, University of Kansas; Fulbright, Woodrow Wilson, Harrison,
and National Foundation for the Humanities Fellowships.
Archaeology (including ancient art and architecture); ancient history; classical mythology
and religion; Latin and ancient and modern Greek (both literature and language); Athenian
topography; ancient athletics.
++Deena González, Associate Professor of History, Pomona College, 1984. BA, New
Mexico State University; MA, PhD, University of California, Berkeley.
Chicano(a) history; frontier history; Latin American Studies.
Glenn A. Goodwin, Professor Emeritus, Sociology, 1969. BA, State University of
New York, Buffalo; PhD, Tulane University.
*Scot A. C. Gould, Professor of Physics, 1991. A.B., Middlebury College; PhD,
University of California, Santa Barbara.
Surface physics; scanning probe microscopy; polymers; fluidized cracking catalysts; image
processing; physics of sports.
359
Judith V. Grabiner, Flora Sanborn Pitzer Professor of Mathematics, 1985. B.S.,
University of Chicago; MA, PhD, Harvard University. Woodrow Wilson Fellow;
National Science Foundation Graduate Fellow; American Council of Learned
Societies Fellow; National Science Foundation Research Grant; National Science
Foundation Faculty Professional Development Fellowship; Professor of History,
California State University, Dominguez Hills; Visiting Scholar, University of Leeds,
England; Visiting Scholar, University of Edinburgh, Scotland; Visiting Scholar,
Department of History, Cambridge University.
History of mathematics and science.
Allen J. Greenberger, Professor Emeritus, History, 1966. BA, MA, PhD, University of
Michigan.
*Daniel A. Guthrie, Professor of Biology, 1964. BA, Amherst College; MA, Harvard
University; PhD, University of Massachusetts.
Broad interests in the biological sciences; special interests in ornithology (bird study,
population dynamics); mammalogy (population studies, mammals and man); evolution;
anatomy; ecology; environmental problems and faunal analysis of archaeological sites.
+Laura A. Harris, Associate Professor of English and World Literature and Black
Studies, 1997. BA, San Diego State University; MA, PhD, University of California,
San Diego.
*Mary E. Hatcher-Skeers, Associate Professor of Chemistry, 1998. BA, University of
California, San Diego; M.S., San Francisco State University; PhD, University of
Washington. NIH Postdoctoral Fellow at the Massachusetts Institute of Technology
and Brandeis University.
Applications of nuclear resonance spectroscopy in determining the structure of DNA and
other biological macromolecules.
Melinda Herrold-Menzies, Assistant Professor of Environmental Studies, 2005.
PhD, University of California, Berkeley.
*James Conway Higdon, Professor of Physics, 1987. BA, University of Pennsylvania;
PhD, University of California, Los Angeles. Research Associate, Jet Propulsion
Laboratory. Fellow of the American Physical Society.
Astrophysics, fluid dynamics, biophysics.
Jim Hoste, Professor of Mathematics, 1989. A.B., MA, University of California,
Berkeley; PhD, University of Utah. National Science Foundation Postdoctoral Fellow,
Couront Institute, New York University; Hill Assistant Professor, Rutgers University;
Assistant Professor, Oregon State University; Visiting Assistant Professor, Pomona
College; Visiting Scholar, University of Melbourne, Australia; Visiting Scholar,
Mathematical Sciences Research Institute, Berkeley, California; Visiting Scholar,
University of Hawaii, Manoa, HI; Scholar-in-Residence, Pitzer College, 1999.
Low-dimensional topology, knot theory, computer applications to topology.
*Amy R. Hurshman, Assistant Professor of Chemistry, 2005. B.S., Michigan
Technological University; PhD, University of Michigan.
Enzyme reaction mechanisms, characterization of novel bacterial proteins, biological
reduction-oxidation reactions.
Thomas L. Ilgen, The Jones Foundation Professor of Political Studies, 1985. BA,
Oberlin College; MA, PhD, University of California, Santa Barbara. Assistant
Professor, Cornell University, Brandeis University; Research Fellow, Center of
International Studies, Princeton University; Research Associate, Center for
International Affairs, Harvard University; Visiting Professor, London School of
Economics; Dean of Faculty, Pitzer College, 1991-93.
International politics; international political economy; science and technology policy.
+Agnes Moreland Jackson, Professor Emerita of English and Black Studies, 1969.

360 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
A.B., University of Redlands; MA, University of Washington; PhD, Columbia
University.
+Phyllis Jackson, Assistant Professor of Art and Art History, Black Studies, and
Women’s Studies, 1993. BA, Reed College; MA, PhD, Northwestern University.
Visiting Lecturer, Northwestern University; Visiting Lecturer, School of the Art
Institute of Chicago.
Carina L. Johnson, Assistant Professor of History, 2002. PhD, University of
California, Berkeley.
Spanish empire, gender, early modern Europe.
Alan P. Jones, Vice President for Academic Affairs/Dean of Faculty; Professor of
Psychology/Neuroscience, 1986. B.S., University of Massachusetts; MA, Princeton
University; PhD, University of Massachusetts; NIH Postdoctoral Fellow, University
of Colorado Medical School.
Development of control of appetitive behavior; effects of early nutritional and metabolic
factors in development; neural and metabolic factors in the ontogeny of obesity.
Ethel Jorge, Associate Professor of Spanish, 1999. BA, MA, Universidad de la
Habana, Havana, Cuba; PhD, The Union Institute, Ohio.
Alexandra Juhasz, Professor of Media Studies, 1995. BA, Amherst College; Whitney
Independent Studio Program; PhD, New York University; Mellon Postdoctoral
Fellow, Bryn Mawr College.
Documentary video production; women’s film and feminist film theory.
*Robin W. Justice, Associate Professor of Biology, 1994. BA, University of California,
Santa Cruz; PhD, University of California, Riverside; NIH Postdoctoral Fellow,
University of California, Irvine.
Brian L. Keeley, Associate Professor of Philosophy, 2000. BA, University of South
Alabama; M.Sc., University of Sussex (UK); MA, PhD, University of California, San
Diego.
Philosophy of neuroscience; philosophy of mind; philosophy of science.
Gina Lamb, Visiting Assistant Professor, Media Studies. BFA, San Francisco Art
Institute; MFA, University of California, Los Angeles.
***Michael Deane Lamkin, Professor of Music, 1977. B.M.E., M.M., Baylor
University; PhD, University of Iowa. Studied also at American Institute of Musical
Studies, Freiburg, Germany, and Graz, Austria. Assistant Professor, William Penn
College; Professor and Head of Department of Music, Martin College; Visiting
Professor of Voice, University of North Alabama; Orchestral Conductor and Chorus
Master, American Institute of Graz; Conducting Faculty, Classical Music Seminar,
Eisenstadt, Austria; Conductor, Opera School, Conservatory of Music, Munich.
Recording for PBS and Bravo Cable Network, and conducting performances in West
Germany, Austria, and United States. Pitzer College Joint Music Program.
*Adam Landsberg, Associate Professor of Physics, 1998. BA, Princeton University;
MA, PhD, University of California, Berkeley. Postdoctoral Fellow, Georgia Institute of
Technology; Visiting Assistant Professor, Haverford College.
Nonlinear systems; pattern formation, bifurcation theory, chaos, Josephson Junctions
**Thomas G. Leabhart, Associate Professor of Theatre, Resident Artist, 1982. BA,
Rollins College; MA, University of Arkansas; Ecole de Mime Etienne Decroux.
David Leland, Adjunct Assistant Professor of Psychology/Neuroscience, 2007. BA,
Oberlin College; PhD, University of California, San Diego.
James A. Lehman, Professor of Economics, 1981. BA, Davidson College; Thomas J.
Watson Fellowship; MA, PhD, Duke University. Instructor, Kobe University, Kobe,
Japan; Visiting Assistant Professor, University of California, Los Angeles; Acting
Dean of Students, Pitzer College, 1991-93.
361
International trade and finance; trade and development policy; money and banking; public
finance.
+Sidney Lemelle, Associate Professor of History and Black Studies, Pomona College,
1986. BA, MA, California State University, Los Angeles; PhD, University of
California, Los Angeles. Chair, Intercollegiate Department of Black Studies, The
Claremont Colleges.
African and African Diasporan History; Black Studies.
Jesse Lerner, Associate Professor of Media Studies, 1998. BA, University of
California, Los Angeles; MA, University of Southern California.
Jacqueline Levering Sullivan, Assistant Professor in Writing Emerita, 1984. BA,
University of Oregon; MA (Art), MA (English), California State University, Fullerton.
Jeffrey C. Lewis, Associate Professor of Organizational Studies and Psychology,
1990. BA, University of California, Los Angeles; PhD, University of California, Santa
Barbara.
Applied social psychology, organizational behavior, speech prosodics, and social development.
Leah L. Light, Professor of Psychology, 1970. BA, Wellesley College; PhD, Stanford
University. Lecturer, University of California, Riverside; Member of the Professional
Staff, Southwest Regional Laboratory for Educational Research and Development,
Inglewood.
Human memory and cognition; memory and aging.
**Sherry Linnell, Resident Designer and Professor of Theatre, 1975. BA, M.F.A.,
University of California, Irvine.
+++Ming-Yuen S. Ma, Associate Professor of Media Studies, 2001, BA, Columbia
University; M.F.A., California Institute of the Arts.
Ronald K. S. Macaulay, Professor Emeritus of Linguistics, 1965. MA, University of
St. Andrews; PhD, University of California, Los Angeles.
Milton R. Machuca, Assistant Professor of Spanish, 2006. Licenciatura in Psychology,
Universidad Centroamericana, El Salvador; MA, PhD, Temple University.
Tracy Biga MacLean, Assistant Professor of Media Studies/Academic Director,
Intercollegiate Department of Media Studies, 2004. BA, Gustavus Adolphus College;
MA, PhD, University of Southern California.
Leda Leitao Martins, Assistant Professor, Anthropology, 2004. BA University of
Brasilia; MA, PhD, Cornell University.
Ntongela Masilela, Professor of English and World Literature, 1989. BA, MA, PhD,
University of California, Los Angeles.
Third World literature, Commonwealth literature, Central European literature; African
literature; Latin American literature; literary theory; Postmodernism; and Ancient Asian
literature.
*Margaret Mathies, Professor of Biology Emerita, 1965. BA, Colorado College; PhD,
Case Western Reserve University.
Stuart McConnell, Professor of History, 1987. BA, University of Michigan; MA, PhD,
Johns Hopkins University. Teaching Fellow, Andrew Mellon Fellow, Johns Hopkins
University.
American social/cultural history; labor history; Victoriana, nationalism, media history; Civil
War and Reconstruction.
Jessica McCoy, Assistant Professor of Art, 2006. B.S., MA, M.F.A., University of
Wisconsin, Madison.
*Donald A. McFarlane, Professor of Biology, 1991. B.Sc., University of Liverpool;
M.Sc., Queens University of Belfast; PhD, University of Southern California.
Evolutionary ecology; biography; late Quaternary paleoecology and extinctions.

362 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
*Jack Merritt, Professor Emeritus, Physics, 1966. A.B., Pomona College; PhD,
University of California, Berkeley.
Amatzya Mezahav, Visiting Assistant Professor, Sociology, 2003. BA, State University
of New York, Binghamton; MA, Tufts University; PhD, University of Oregon.
Kathryn Miller, Professor of Art, 1993. B.Sc., George Washington University; MA,
Sonoma State University; M.F.A., University of California, Santa Barbara.
Sculpture/environmental art; drawing.
Sheryl F. Miller, Professor of Anthropology and Distinguished Teaching Chair in
Archaeology and Biological Anthropology, 1969. BA, Occidental College; MA, PhD,
University of California, Berkeley. National Science Foundation and Ford Foundation
Fellowships.
African archaeology; world prehistory; human evolution; African and Native American
ethnography; cultural ecology; ethnic arts.
John Milton, Professor of Biology, Kenan Chair in Computational Neuroscience,
2004. B.S., PhD, MDCM, FRCPC, McGill University. Associate Professor, The
University of Chicago; Adjunct Professor Physiology, McGill University; Adjunct
Professor of Biology, Keck Graduate Institute.
Computational neuroscience, motor control, development of expertise.
Rose Misanchuk, Adjunct Assistant Professor of Art, 2007. MFA, California State
University Fullerton
David S. Moore, Professor of Psychology, 1989. BA, Tufts University; MA, PhD,
Harvard University; Harvard University Social Science Dissertation Fellow; National
Research Service Postdoctoral Fellow, The City University of New York.
Sensory integration in infancy; cognitive development; categorization in infancy; neonatal
behavior; electrophysiological methods in the study of infant perception; perception of
numerosity in infancy.
*J. Emil Morhardt, Roberts Professor of Biology and Director of the Roberts
Environmental Center, 1996. BA, Pomona College; PhD, Rice University; Professor,
Assistant Professor, University of Washington.
Vertebrate ecology and physiology; environmental management.
R. Lee Munroe, Research Professor of Anthropology, 1964. PhD, Harvard University.
*Stephen A. Naftilan, Kenneth Pitzer Professor of Physics, 1981. B.S., University of
Chicago; PhD, Case Western Reserve University. Instructor, University of Southern
California and El Camino College.
Binary stars; stellar atmospheres.
Peter M. Nardi, Professor of Sociology; Director of Institutional Research, 1975. BA,
University of Notre Dame; MA, Colgate University; PhD, University of Pennsylvania.
Research Assistant, Lecturer, University of Pennsylvania; Instructor, Rutgers
University.
Sexuality; media; men’s studies; friendship.
John Norvell, Visiting Assistant Professor, Anthropology, 2005. BA, University of
Washington; MA, PhD, Cornell University.
++Gilda Ochoa, Associate Professor of Sociology and Chicano Studies, 1997. BA,
University of California, Irvine; MA, PhD University of California, Los Angeles.
++Adrian D. Pantoja, Associate Professor of Political Studies and Chicano Studies,
2006. BA, University of San Francisco; MA, PhD, Claremont Graduate University.
+++Joseph D. Parker, Associate Professor of International and Intercultural Studies,
1989. BA, Occidental College; MA, PhD, Harvard University. Visiting Assistant
Professor, Stanford University; Assistant Professor, Bucknell University; Visiting
Instructor, Carleton College.
East Asian religion; Zen Buddhism; East Asian aesthetic theory; Orientalism and
363
representations of Asia and Asian-America; international feminist and gender studies;
transnational cultural studies; Asian-American culture and diaspora studies; neocolonialism
and postcolonial studies; social role of intellectuals and the academy; epistemology and
critiques of Euro-American science; critical pedagogy.
Lissa Petersen, Instructor in Academic Writing and Academic Coordinator of
International Fellows Program, 1977. BA Northwestern University; MA, Harvard
University. Director, English for Graduate Studies Program, Claremont Graduate
University.
Academic writing; acquisition of pronunciation in a second language.
Susan Phillips, Director, Center for California Cultural and Social Issues (CCCSI)
and Faculty Associate in Urban Studies, 2002. BA, California State University,
Dominguez Hills; MA, PhD, University of California, Los Angeles.
*Robert P. Pinnell, Professor Emeritus of Chemistry, 1966. B.S., California State
University, Fresno; PhD, University of Kansas.
*Thomas Poon, Associate Professor of Chemistry, 2000. B.S., Fairfield University;
PhD, University of California, Los Angeles.
Zeolite host-guest chemistry, synthetic methodology, reactions of singlet oxygen.
*Marion R. Preest, Associate Professor of Biology, 1999. B.S., Otago University, New
Zealand; M.S., PhD, Cornell University.
Physiology and ecology of animal energetics; thermal biology of terrestrial ectotherms;
osmoregulatory physiology; herpetology; muscle physiology.
**Leonard C. Pronko, Professor of Theatre, 1957. BA, Drury College; MA,
Washington University; PhD, Tulane University.
*Kathleen L. Purvis-Roberts, Assistant Professor of Chemistry, 2001. B.S., Westmont
College; MA, PhD, Princeton University; Postdoctoral Fellow, National Center for
Atmospheric Research.
Chemistry of urban air pollution, primarily aerosols; public policy aspects of air pollution.
+Rita Roberts, Associate Professor of History and Black Studies, Scripps College,
1987. B.S., Southern Illinois University; MA, University of California, Berkeley; PhD,
University of California, Berkeley.
American history and Black Studies.
Norma Rodriguez, Professor of Psychology, 1991. BA, PhD, The University of Texas
at Austin. Ford Foundation Postdoctoral Fellow, University of California, Los
Angeles. Associate Dean of Faculty, Pitzer College.
Latino mental health, acculturation, and cultural adjustment
Kathryn S. Rogers, Professor of Organizational Studies, 1986. BA, Smith College;
MA, Columbia University; PhD, Washington University, St. Louis. National Institute
of Education Training Fellowship; Lecturer, University of Missouri, St. Louis;
Consultant, Educational Planning Associates, Inc.; Senior Administrator, Cemsel,
Inc.; Legal and Public Affairs Staff, Peabody Coal Company; Senior Associate, Center
for Study of Data Processing, Washington University, St. Louis; Research Associate,
IBM, Los Angeles Scientific Center.
Organization theory; inter-organizational networks; business, nonprofit, and public
organizations; organizations and the public policy environment; corporate responsibility.
Ronald G. Rubin, Professor of The History of Ideas, 1971. BA, Amherst College; MA,
PhD, Cornell University. Teaching Assistant, Instructor, Cornell University; Woodrow
Wilson Fellow.
History of early modern philosophy; history of early modern science; philosophy of science;
philosophy of mind.
*David E. Sadava, Pritzker Family Foundation Professor of Biology, 1972. B.S.,
Carleton University; PhD, University of California, San Diego. Research Assistant,

364 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
Canada Department of Agriculture; Research Officer, Science Secretariat, Ottawa,
Canada; Research Assistant, Teaching Assistant, University of California, San Diego;
Visiting Professor of Pediatrics, University of Colorado; Visiting Professor of
Molecular Biology, University of California; Visiting Scientist, City of Hope Medical
Center; Woodrow Wilson Fellowship.
Cell biology; cancer mechanisms.
++Miguel Tinker Salas, Associate Professor of History and Chicano Studies; Pomona
College, 1993. BA, MA, PhD, University of California, San Diego.
Barry Sanders, Professor Emeritus of History of Ideas, 1972. BA, University of
California, Los Angeles; MA, PhD, University of Southern California.
Brinda Sarathy, Assistant Professor, Environmental Studies/International
Intercultural Studies, 2007. BA, McGill University; M.S., PhD, University of
California, Berkeley.
Albert Schwartz, Professor Emeritus of Sociology, 1965. BA, Hunter College; MA,
Ohio State University.
Daniel A. Segal, Jean Pitzer Professor of Anthropology and Historical Studies, 1986.
BA, Cornell University; MA, University of Chicago; PhD, University of Chicago.
The Caribbean; post-Columbian world history; the social construction of race.
Harry A. Senn, Professor Emeritus, French. 1970. BA, MA, University of Minnesota;
PhD, University of California, Berkeley.
Susan C. Seymour, Professor Emerita of Anthropology, 1974. BA, Stanford
University; PhD, Harvard University.
Helia Maria Sheldon, Professor Emerita, Spanish, 1967. BA, MA, California State
University, Fullerton; PhD, University of California, Irvine.
+Marie-Denise Shelton, Professor of French and Black Studies, Claremont McKenna
College, 1977; Chair, Intercollegiate Department of Black Studies, 1993. BA, MA,
PhD, University of California, Los Angeles.
Sharon Nickel Snowiss, Professor of Political Studies, 1969, Avery Fellow,
Claremont Graduate University, 1988. A.B., University of California, Berkeley; MA,
PhD, University of California, Los Angeles. Research Assistant, Science and
Technology, Inc.; Postgraduate Research Assistant, Institute of Industrial Relations,
University of California, Los Angeles; Teaching Associate, University of California,
Los Angeles.
Political philosophy, including ancient, modern, and contemporary, as well as comparisons of
Eastern and Western thought; futurology, including forecastings, science fiction, altered
states of consciousness, social and philosophical impact of technology, genetic engineering;
French literature and politics; feminist political thought; mind/body healing and Qi Gong.
++Maria Gutierrez de Soldatenko, Associate Professor of Gender and Feminist
Studies and Chicana Studies, 1998. BA, MA, PhD, University of California, Los
Angeles.
Gender, race and class; feminist theory; women and economic development.
Eric Steinman, Assistant Professor of Sociology, 2007. BA, Augustana College; MA,
PhD, University of Washington.
Emma Stephens, Assistant Professor of Economics, 2007. B.Sc., McGill University;
MA, PhD, Cornell University.
Claudia Strauss, Professor of Anthropology, 2000. BA, Brown University; MA, PhD,
Harvard University.
Cognitive anthropology; psychological anthropology; language, culture and society;
race/class/gender variation in the U.S.; social theory and culture theory; anthropology of
policy.
Ann H. Stromberg, Professor of Sociology Emerita, 1973. BA, Pomona College; MA,
365
Columbia University; PhD, Cornell University. Director of Summer Study Abroad
Program: Health and Healthcare in Costa Rica.
John D. Sullivan, Professor of Political Studies, Emeritus, 1975. BA, MA, San
Francisco State College; PhD, Stanford University.
*Zhaohua (Irene) Tang, Associate Professor of Biology, 2001. B.S., State University of
New York at Stony Brook; PhD, University of California, Los Angeles; Postdoctoral
Fellow, California Institute of Technology; Research Fellow, Beckman Research
Institute of the City of Hope.
Cell and molecular biology, biochemistry; cell cycle control in yeast.
**James Taylor, Associate Professor of Theatre, 1991. BA, Colorado College; M.F.A.,
Southern Methodist University.
*Diane Thomson, Assistant Professor of Biology, 2004. B.S., University of Arizona,
PhD, University of California, Santa Cruz.
Conservation biology, population modeling, ecology of biological invasions, plant ecology, and
plant/pollinator interactions.
++Miguel Tinker Salas, Associate Professor of History and Chicano Studies, 1993.
BA. MA, PhD University of San Diego, California.
Lako Tongun, Associate Professor of International and Intercultural Studies and
Political Studies, 1988. BA, St. Mary’s College of California; MA, PhD, University of
California, Davis. Lecturer, University of California, Davis and California State
University, Sacramento.
African and third-world politics; political economy, developmental economics (Third World).
++Maria Aguiar Torres, Dean of Students, Chicano Studies Center, The Claremont
Colleges, and Visiting Professor in Spanish, 1976. BA, University of California,
Riverside; MA, New Mexico State University; PhD candidate, Claremont Graduate
University.
Laura Skandera Trombley, President, 2002. BA, MA, Pepperdine University; PhD,
University of Southern California.
+++Richard N. Tsujimoto, Professor of Psychology, 1973. BA, Stanford University;
PhD, State University of New York, Stony Brook.
Clinical psychology; methods for improving predictive accuracy; epistemology in psychology.
Rachel VanSickle-Ward, Assistant Professor of Political Studies, 2007. BA, Pitzer
College; MA, PhD, University of California, Berkeley.
Edith M. Vasquez, Assistant Professor of English and World Literature, 2006. BA,
University of California, Los Angeles; MA, PhD, University of California, Riverside.
Rudi Volti, Professor Emeritus of Sociology, 1969. BA, University of California,
Riverside; MA, PhD, Rice University.
Albert Wachtel, Professor of English, 1974. BA, Queens College; PhD, State
University of New York, Buffalo. NDEA Fellow in English; Instructor, Assistant to
the Dean, State University of New York, Buffalo; Fellow, Creative Arts Institute,
Berkeley; Assistant Professor, University of California, Santa Barbara; Visiting
Professor, Conference in Modern Europe, State University of New York, Buffalo;
Danforth Associate; NEH Fellow, Summer Institute on Tragedy, Dartmouth.
Joyce; Shakespeare; epic and scripture; fiction; tragedy; theory of literature; 20th-century
novel.
Andre Wakefield, Assistant Professor of History, 2002. PhD, University of Chicago.
Modern Germany, environmental, science and technology.
Dana Ward, Professor of Political Studies, 1982. BA, University of California,
Berkeley; MA, University of Chicago; M.Phil., PhD, Yale University; Fulbright
Lecturer, Ankara University, Turkey; Visiting Professor, Johns Hopkins-Nanjing
University Center for Chinese and American Studies; Visiting Professor, Miyazaki

366 TRUSTEES, ADMINISTRATION AND FACULTY
TRUSTEES, ADMINISTRATION AND FACULTY
International College; Executive Director, International Society of Political Psychology.
Political psychology; American politics; U.S. foreign policy; ideology and public opinion;
gender and politics; anarchism.
Werner Warmbrunn, Professor Emeritus, History, 1964; Director, Pitzer History and
Archives Project. BA, Cornell University; MA, PhD, Stanford University.
*Anna G. Wenzel, Assistant Professor of Chemistry, 2006. B.S. University of
California, San Diego; PhD, Harvard University.
Catalysis, asymmetric synthetic methodology.
*Burke Scott Williams, Assistant Professor of Chemistry, 2003. B.S., Harvey Mudd
College; PhD, University of Washington, Seattle; NATO-NSF Postdoctoral
Fellowship, Universiteit Utrecht, Netherlands; Postdoctoral Fellowship, University of
North Carolina.
Fundamental late-metal organometallic chemistry, mechanisms of basic organometallic
reactions.
Michael V. T. Woodcock, Professor Emeritus, Creative Studies, 1989. M.F.A.,
Claremont Graduate University.
Dorothea Kleist Yale, Professor Emerita, German, 1967. BA, The City College of
New York; MA, PhD, Stanford University.
+++Linus Yamane, Professor of Economics, 1988. B.S., Massachusetts Institute of
Technology; MA, M.Phil, PhD, Yale University. Visiting Associate Professor,
Wellesley College; Visiting Associate Professor, Harvard University; Shimomura
Fellow, Japan Development Bank; Lecturer, Yale University; Research Associate,
World Bank; Technical Associate, AT&T Bell Laboratories; Research Associate,
National Bureau of Economic Research.
Macroeconomics, Japanese economy, econometrics, labor economics.
+++Kathleen Yep, Assistant Professor, Sociology and Asian American Studies, 2004.
BA, MA, PhD, University of California, Berkeley.
*Andrew W. Zanella, Professor of Chemistry, 1975. A.B., Cornell University; PhD,
Stanford University. Postdoctoral Fellow, Research School of Chemistry, Australian
National University; Teaching Postdoctoral Fellow, University of California, Santa
Barbara; Visiting Scientist, Brookhaven National Laboratory; Visiting Scientist,
Australian National University.
Metal ion promoted reactions; electron-transfer and photochemistry of metal complexes; heavy
metal pollutants and environmental chemistry.
Phil Zuckerman, Associate Professor of Sociology, 1998. BA, MA, PhD, University of
Oregon.
Sociology of religion, sex and religion, altruistic deviance.
* Joint appointment with Claremont McKenna College and Scripps College.
** Appointment in Theatre, a five-college program based at Pomona College.
*** Joint appointment with Claremont McKenna, Scripps, and Harvey Mudd Colleges.
+ Faculty teaching in the Intercollegiate Program of Black Studies.
++ Faculty teaching in the Intercollegiate Program of Chicano Studies.
+++ Faculty teaching in the Intercollegiate Program of Asian American Studies.
PACE: University and Professional English Faculty
Carol Brandt, Instructor in English Language, 1979. Director of PACE:University and
Professional English for International Students, 1986; Vice President for International
and Special Programs, 1991. BA, MA, California State University, Fresno. Instructor
of English Language, California State University, Fresno, and Claremont Graduate
University; Instructor of Writing, Linguistics, and English Language at California
Polytechnic State University, Pomona.
Second language acquisition, TESOL training, language and gender, curriculum
development.
Leah Herman, Instructor in English Language, 1994. BA, MA, University of
California, Riverside; Assistant Director of Director of PACE:University and
Professional English; English Language Instructor, Miyazaki, Japan.
Integrating literature, arts and culture.
Jenifer Onstott, Instructor in English Language, 1985 BA, University of California,
Santa Barbara; MA, California Polytechnic State University, San Luis Obispo; M.S.,
California State University, Fullerton. English Language Instructor, Language Center
of the Pacific
367

First Semester
PITZER COLLEGE CALENDAR
Pitzer College Calendar
2007-08
August 30 Thursday Welcome Week begins for new students
September 2 Sunday Residence Halls open for returning students
September 2 Sunday Registration for new Transfer and New
Resources students
September 3 Monday Registration for new First-Year students
September 4 Tuesday Fall semester classes begin
September 4 Tuesday` Instructors signature required to add classes
September 4 Tuesday Registration for returning students (not preregistered)
September 11 Tuesday Directed Independent Study Forms due
September 17 Monday Last day to add classes
September 17 Monday Last day to drop courses for a tuition refund
September 17 Monday Last day to drop courses without being charged
course fees
September 18 Tuesday Instructor signatures required to drop courses
October 10 Wednesday Low Grade Reports are due to the Registrar
October 11 Thursday Half-course Directed Independent Study Forms due
October 22-23 Mon.-Tues. Fall Break
October 25 Thursday Final day to drop courses (no recorded grade)
October 25 Thursday Pass/No Credit forms due
October 25 Thursday Final day to add half courses for second half of
semester
October 25 Thursday Final day to drop courses without being
charged course overload fee
October 25 Thursday Major Declaration Forms due for 1st semester
Juniors
November 12-13 Mon-Tues Advising Days
November 22-23 Thurs.-Fri. Thanksgiving break
Nov 27-30 Tues-Fri. Tentative Pre-registration for Spring 2008
*subject to change
December 3 Mon Continued Tentative Pre-registration for Spring
2008
*Subject to change
December 14 Friday Final day to withdraw from classes (grade
recorded as “W”)
December 14 Friday Final day of classes for first semester
December 17-21 Mon.-Fri. Final Examinations
December 22 Saturday Residence Halls close at 12:00 Noon
December 27 Thursday All grades are due in the Registrar’s Office by 12:00
noon
369

370 PITZER COLLEGE CALENDAR
PITZER COLLEGE CALENDAR
Second Semester
January 20 Sunday Residence halls open at 10:00 a.m.
January 20 Sunday Orientation begins for new students
January 21 Monday Martin Luther King, Jr. Day—No classes
January 22 Tuesday Spring semester classes begin
January 22 Tuesday Instructors Signature required to add courses
January 22 Tuesday Registration for all students (not pre-registered)
January 22 Tuesday Priority registration opens for Pitzer Summer
Session 1 & 2
*Subject to change
January 29 Tuesday Directed Independent Study Forms due
February 4 Monday Last day to add courses
February 4 Monday Last day to drop courses for tuition refund
February 4 Monday Last day to drop courses without being charged
course fees
February 5 Tuesday Instructor Signatures required to drop courses
March 5 Wednesday Low Grade Reports are due to the Registrar
March 13 Thursday Half-course Directed Independent Study forms
due
March 13 Thursday Final day to drop courses (no recorded grade)
March 13 Thursday Final day to drop courses without being
charged semester
Overload fee
March 13 Thursday Pass/No Credit forms due
March 13 Thursday Final day to add half-courses for second half of
semester
March 13 Thursday Major Declaration Forms due for 1st juniors
semester
March 17-21 Mon-Fri Spring Break
March 28 Friday Cesar Chavez Day—No Classes
April 21-22 Mon-Tues Advising Days
April 29-30 Tues-Wed Tentative Pre-Registration for Fall 2008
*Subject to change
May 1-2 Thurs-Fri Continued Tentative Pre-Registration for Fall
2008
*Subject to changes
May 2 Friday Final day for graduating senior to withdraw
from courses
(grade recorded as “W”)
May 2 Friday Priority registration closes for Pitzer Summer
Sessions 1 & 2
*Subject to change
May 5 Monday Late Registration opens for Pitzer Summer
Session
*Subject to change
Late Registration ends: Session 1-May 27; Session
2-July 8
May 7 Friday Final day of classes for spring semester
May 8-9 Thurs-Fri Senior Finals; Reading Days for all other
students
May 9 Friday Final day for non-seniors to withdraw from
courses
(grade recorded as “W”)
May 9 Friday Senior grades are due to Registrar
May 12-16 Mon-Fri Final Examinations
May 18 Sunday Commencement
May 18 Sunday Residence Halls close at 6:00 p.m.
May 22 Thursday All grades due to the Registrar by 12:00 noon
May 26 Monday Summer Directed Independent Study Forms due
May 26 Monday Summer classes begin
371

372 PITZER COLLEGE CAMPUS MAP
PITZER COLLEGE CAMPUS MAP
Arboretum
Grove
House
Arboretum
Platt Blvd.
Sanborn Hall
Brant
Tower
Arboretum
Broad
Center
Atherton Hall
Arboretum
Sanborn Hall
Residential
Life Project
Broad
Hall
Bernard
Hall
Scott
Hall
Mead
Hall
Pitzer Service Road
Pellissier
Mall
(Mounds)
Avery
Hall
Fletcher
Hall
Mills Avenue
Pitzer Hall
Gold Student
Center
Old Sanborn
Holden
Hall
East Mesa
Parking
Sanborn
Parking
McConnell
Hall
W.M. Keck
Science Center
Holden
Parking
N
Visitor
Long-Term
Parking
Visitor
Short-Term
Parking
Ninth Street
Atherton Hall (21)
Art Classrooms
Atherton Plaza
Central Mailroom
Community Living Room
Computer Lab
Faculty Apartments
Green Bike Program Workshop
and Office (?)
Laundry Room
Learning Communities
Music Practice Room
Residential Rooms
Science Community
Study Rooms
Writing Center
Avery Hall
Avery Auditorium
Classrooms
Faculty Offices
Photography Lab
Writing Center and Office
Bernard Hall
Center for California
Cultural and Social Studies
Classrooms
Information Technology Support
Duplicating Services
Faculty & Staff Mailroom
Faculty Offices
Faculty and Staff Lounge
Student Computing
Laboratories
Summer Programs
Brant Clock Tower
Broad Hall
Anthropology Resources
Apprenticeship
Claremont Infant
Study Center
Classrooms
Computer Classrooms
Cross Cultural Anthropology
Faculty Offices
Fletcher Jones
Language Laboratory
Information Technology
Paleoanthropology Lab
Psychology Laboratories
Social Science
Interview Room
Community Courtyard (22)
Arts and Culture Garden
East Mesa Garden
Outdoor Classroom Meeting Spaces
Philosophical and Spiritual Garden
Area
Pool
Pitzer College Map
Edythe and Eli Broad Center
Advancement Office
Classrooms
Faculty Offices
Institutional Research
Nichols Gallery
Performance Space
President's Office
Fletcher Hall
Classrooms
Dean of Faculty
Faculty Offices
Gloria and Peter Gold Student Center
Active Recreation/
Fitness Room
Campus Life & PAct Offices
Circle Gallery
Locker Rooms
Multipurpose Rooms
President's Conference Room
Shakedown Café
Student Governance Offices
Grove House
Arboretum
Barbara Hinshaw
Memorial Gallery
Bert Meyers Poetry Room
Coffee House
Meeting Rooms
Women's Center
Holden Hall
McConnell Center (9)
Art Studios
Audio Visual Services
Dining Room
East Gallery
Facilities
Founders Room
Human Resources
Living Room
Private Dining Room
Public Relations
Salathe Gallery
Treasurer's Office
John Rodman Arboretum
McConnell Center
Art Studios
Audio Visual Services
Dining Room
East Gallery
Facilities
Founders Room
Human Resources
Living Room
Private Dining Room
Public Relations
Salathe Gallery
Treasurer's Office
Mead Hall
Career Services
Living Room
Lucian Marquis Library
Rabbit Hole
Residential Suites
Study Areas
Pitzer Hall
Admission Plaza
Admission Office
Community Living Room
Diversity and Social Responsibility
Community
Facilities Central Plant
Laundry Room
Learning Communities
Residential Rooms
Residential Staff
Roof Garden
Study Rooms
Sanborn Hall (New)
Art Studios
Classrooms
Community Living Room
Faculty Apartments
Jumpstart Program ?
International Learning Community
Laundry Room
Learning Communities
Residential Rooms
Residential Staff
Study Rooms
Scott Hall (6)
Classrooms
International Programs
Office
Dean of Students
Faculty Offices
Film Video/
Medial Studies Program
Financial Aid
Housing Office
PACE
Registrar
Special Programs
Student Accounts
Student Affairs
Study Abroad
W.M. Keck Science Center
Classrooms
Faculty Offices
Laboratories
Lecture Hall
373

374 SEVEN-COLLEGE MAP
SEVEN-COLLEGE MAP
375

Religious Holidays
RELIGIOUS HOLIDAYS
Pitzer College respects its members’ observances of their major religious holidays.
Officers of administration and of instruction responsible for the scheduling of required
academic activities or essential services try to avoid conflict with such holidays as much
as possible. Such activities include examinations, registration, and various deadlines that
are a part of the Academic Calendar.
When scheduling conflicts prove unavoidable, students will not be penalized for absence
because of religious reasons, and alternative means will be sought for satisfying the
academic requirements involved. If a suitable arrangement cannot be worked out
between the students and instructors involved, students and instructors should consult
the Dean of Faculty.
Some of the major holidays are listed below for 2007-2008. The Jewish and Islamic holy
days begin at sundown of the preceding day. The exact dates for the Islamic holy days
may vary by one or two days from the estimated dates given below.
Major Religious Holidays for 2007-2008
Rosh Hashanah begins at sundown Wed., Sept. 12
Rosh Hashanah Thurs. & Fri., Sept. 13-14
Yom Kippur begins at sundown Fri., Sept. 21
Yom Kippur Sat., Sept. 22
Eid-al-Fitr begins at sundown* Fri., Oct. 12
Eid-al-Fitr* Sat., Oct. 13
Hanukkah Wed., Dec. 5
Hanukkah ends Tues., Dec. 11
Our Lady of Guadalupe Wed., Dec. 12
Eid-al-Adha begins at sundown* Fri., Dec. 21
Eid-al-Adha* Sat., Dec. 22
Christmas Tue., Dec 25
Good Friday Fri., Mar. 21
Easter Sun., Mar. 23
Pesach begins at sundown Sun., Apr. 20
Pesach Mon. & Tues., Apr. 21-22
*The Islamic dates are tentative based on estimates of the visibility of the lunar
crescent. As such, these observances may start slightly earlier or later than predicted.
[provided by Office of the Chaplains]
377

378 INDEX
INDEX
INDEX
Academic Advising, 13
Academic Opportunities, 15
Academic Planning Committee, 307
Academic Standards Committee, 307
Academic Standards and Regulations, 297
Adding Dropping and Withdrawing, 299
Athletic Eligibility, 305
Auditing Courses, 300
Changes in Major Requirements, 298
Class Attendance, 304
Course Load, 299
Enrollment in Courses Offered by Other Claremont Colleges, 298
Evaluation and Grading, 303
Grade Changes, 304
Grade Point Average (GPA), 303
Grading System, 303
Graduation Procedures, 297
Graduation Requirements, 297
Guidelines for Internship and Community Service Independent Study, 302
Incompletes, 304
Independent Study and Internships, 300
Leave of Absence, 306
Medical Requirement, 306
Physical Education Classes, 306
Preregistration and Registration, 298
Probation, 304
Repeating Courses, 300
Second BA, 306
Student Classification, 305
Student Records, 305
Transfer Credits, 297
Withdrawal from College, 306
Academic Support Services, 312
Adding Courses, 299
Administration, 353
Admission to Pitzer College, 330
Admission and Financial Aid Calendar, 336
Advanced Placement/CLEP, 335
Application Fee and Waiver, 300
Application Process, 331
Campus Visits, 330
Common Application, 331
Deadline Information, 331
Deferring Entrance, 330
First Year Admission, 342
High School Preparation, 330
Instructions to Applicants, 331
International Plus Admission, 335
International Students, 334
New Resources, 333
Transfer Admission, 332
Transfer Applicants, 343
Visiting Students, 334
Advanced Placement, 335
American Studies, 40
Anthropology, 44
Appointment, Promotion and Tenure Committee, 307
Arboretum, 313
Archaeology Laboratory, 318
Art, 55
Art History, 55
Asian American Resource Center (AARC), 325
Asian American Studies, 67
Astronomy, 245
Athletic Eligibility, 305
Attendance, 304
Audio-Visual/Instructional Technology, 313
Auditing Courses, 300
Audit Fee, 338
Bernard Biological Field Station, 321
Biology, 243
Biology-Chemistry, 247
Black Student Affairs, Office of (OBSA), 325
Black Studies, 73
Board of Trustees, 351
Bookstore, 319
Botanic Garden, 320
Bridge Program, 334
Bridges Auditorium, 326
Budgetary Implementation Committee, 307
Calendar, 369
Campus Life Committee, 307
Campus Visits, 330
Career Services, 314
Caribbean Studies, 136
Center for Asian Pacific American Students (CAPAS), 314
Center for California Cultural and Social Issues (CCCSI), 314
Center for Writing, 316
Chaplains, Office of, 324
Ch anges in Major Requirements, 298
Chemistry, 246
Chicano Students Affairs Office, 325
Chicano Studies, 80
Chinese, 171
City of Claremont, 328
379

380 INDEX
INDEX
Claremont Colleges, 7
Claremont Educational Partnership, 315
Claremont International Studies Education Project (CISEP), 315
Claremont School of Theology, 322
Class Attendance, 304
Classics, 88
CLEP, 335
Code of Student Conduct, 312
College Bills, 339
College Fees, 337
College Governance, 307
Academic Planning Committee, 307
Academic Standards Committee, 307
Budgetary Implementation Committee, 307
Campus Life Committee, 307
Curriculum Committee, 308
Diversity Committee, 308
Faculty Executive Committee, 307
Judicial Committee, 308
Research and Awards Committee, 308
Student Appointments Committee, 308
Student Senate, 308
Study Abroad Committee, 308
Combined Bachelor/Master’s Degree Programs, 31
Combined Bachelor/Medical Degree Program, 32
Community Based Learning, 33
Center for California Cultural and Social Issues (CCCSI), 314
Claremont Educational Partnership, 315
Claremont International Studies Education Project (CISEP), 315
Community-Based Spanish Program, 315
Community Service Independent Study, 302
Jumpstart, 315
Leadership in Environmental Education Partnership (LEEP), 315
Pitzer Volunteer Group, 315
Community Education, 33
Computer Facilities, 316
Courses offered by other Claremont Colleges, 298
Counseling Center, Monsour, 323
Course Load, 299
Creative Studies, 94
Cross-Cultural Research Laboratory, 318
Culture, Media, Sports, and Recreation, 326
Bridges Auditorium, 326
City of Claremont, 328
Publications, 326
Seaver Theatre, 326
Sports and Recreation, 326
Southern California, 328
Curriculum Committee, 308
Dance, 286
Delinquent Accounts, 339
Diversity Committee, 308
Dropping from Courses, 299
Ecology Center, 316
Economics, 96
Educational Objectives, 9
Procedures for Satisfying, 13
English Language Studies (non-native speakers), 174
English and World Literature, 102
Enrollment in Courses at Other Claremont Colleges, 298
Environmental Science, 247
Environmental Studies, 108
European Languages, 175
European Studies, 136
Evaluation and Grading, 303
Faculty, 356
Faculty Executive Committee, 307
Failure to Register for Classes, 306
Fees, 337
Financial Aid, 341
Application Process, 331
Costs, 341
Deadline Calendar, 347
Determining Need, 343
Loans, 345
Long-Term Loans for Parents, 347
Types of Financial Aid, 344
First-Year Seminars, 15
Food Services, 311
Foreign Language Teaching, 171
French, 175
Gender and Feminist Studies, 118
German Studies, 177
Global Studies, 136
Gold Student Center, 317
Grade Changes, 304
Grade Point Average (GPA), 303
Grading System, 307
Graduation Procedures, 297
Graduation Requirements, 297
Grove House, 317
Guidelines for Graduation, 10
Breadth of Knowledge, 11
Completion of a Major, 13
Interdisciplinary & Intercultural Exploration, 10
Social Responsibility, 10
Written Expression, 12
History, 124
381

382 INDEX
INDEX
History of Ideas, 134
Honnold/Mudd Library, 321
Honors, 36
Housing During Vacations, 310
Human Biology, 244
Huntley Bookstore, 319
Incompletes, 304
Independent Study, 300
Institutional Research, 317
Instructions to Applicants, 330
Intercollegiate Resources, 319
Claremont School of Theology, 322
Huntley Bookstore, 319
Intercollegiate Department of Asian American Studies (IDAAS), 320
Intercollegiate Department of Black Studies (IDBS), 320
Libraries of The Claremont Colleges, 321
Rancho Santa Ana Botanic Garden, 320
Robert J. Bernard Biological Field Station, 321
Intercollegiate Student Services, 323
Asian American Resource Center (AARC), 325
Chicano/Latino Student Affairs Office, 80
McAlister Center for Religious Activities and Office of the Chaplains, 324
Monsour Counseling Center, 323
Office of Black Student Affairs (OBSA), 325
Student Health Service, 324
International Baccalaureate, 335
International Plus Admission, 335
International Student Admission, 334
International and Intercultural Studies, 136
Internships, 300
Internship and Community Service, 302
Independent Study, 300
Italian, 179
Japanese, 173
Joint BA/MIS Program, 194
Jumpstart, 315
Keck Science Center Joint Science, 317
Korean, 174
Latin American Studies, 136
Leave of Absence, 306
Leadership in Environmental Education Partnership (LEEP), 315
Libraries of The Claremont Colleges, 321
Life on Campus, 310
Code of Student Conduct, 312
Food Services, 311
Housing During Vacations, 310
Off-Campus Housing, 310
Motor Vehicles, 312
Student Belongings, 311
Linguistics, 147
Majors, 38
Combined, 31
Double, 35
Fields, 34
Honors, 36
Special, 32
Management Engineering, 250
Maps, 372
Pitzer College, 372
Seven-College, 374
Marquis Library and Reading Room, 318
Mathematics, 154
Mathematical Economics, 96
McAlister Center for Religious Activities, 324
Media Studies, 161
Media Studies Facilities, 318
Medical Requirements, 306
Minors, 37
Modern Languages Literatures and Cultures, 171
Motor Vehicles, 312
Munroe Laboratory for Cross-Cultural Research, 318
Music, 191
Neuroscience, 247
New Resources Admission, 333
New Resources Program, 333
Off-Campus Housing, 310
Ontario Program, 192
Organizational Studies, 193
PACE: University & Professional English for International Students, 31
PACE Faculty, 367
Payment Schedules, 337
Philosophy, 198
Physical Education, 306
Physics, 349
Pitzer Archaeology Laboratory, 318
Pitzer College Calendar 2006-07, 369
Pitzer College Map, 372
Pitzer Resources, 312
Academic Support Services, 312
Arboretum, 313
Audio-Visual/Instructional Technology, 313
Career Services, 314
Center for Writing, 316
Community-Based Learning Programs, 314
Computer Facilities, 316
Ecology Center, 316
Gold Student Center, 317
Grove House, 317
383

384 INDEX
INDEX
Institutional Research Office, 317
Keck Science Center, 317
Marquis Library and Reading Room, 318
Media Studies Facilities, 318
Jean M. Pitzer Archaeology Library, 318
Ruth and Lee Munroe Laboratory for Cross-Cultural Research, 318
Pitzer Resource Centers, 318
Psychology Laboratory, 319
TLC Mission Statement, 319
Tutoring Assistance, 319
Political Economy, 204
Political Studies, 206
Pomona-Pitzer Athletics, 326
Preregistration, 298
Psychology, 218
Psychology Laboratory, 319
Publications, 326
Rancho Santa Ana Botanic Garden, 320
Refund Policies, 340
Registration, 298
Regulations, 297
(See also Academic Standards and Regulations)
Religious Activities Center McAlister, 324
Religious Holidays, 377
Religious Studies, 228
Repeating Courses, 300
Research and Awards Committee, 308
Residential College, 310
Resources, (see Pitzer Resources or Collegiate Resources), 312
Returned Checks, 340
Russian, 179
Science, 236
Astronomy, 251
Biology, 253
Biology-Chemistry, 247
Chemistry, 246
Environmental Science, 247
Human Biology, 244
Management Engineering, 250
Neuroscience, 247
Physics, 249
Science and Management, 250
Science, Technology, and Society, 268
Scholarship Contributions, 349
Annually Supported Scholarship Funds, 350
Endowed Scholarship Funds, 349
Seaver Theatre, 326
Second BA, 306
Seven-College Map, 374
Sociology, 274
Southern California, 328
Spanish, 180
Special Majors, 35
Sports and Recreation, 326
Standard Class Times, 39
Standards, (see Academic Standards and Regulations), 297
Student Belongings, 311
Student Classification, 305
Student Conduct, 312
Student Health Service, 324
Student Records, 305
Student Senate, 308
Studio Art, 55
Study Abroad Committee, 308
Study Abroad, 19
Application Process, 30
Community-based Programs, 33
Cost, 29
Credit, 30
Domestic Exchanges, 28
Financial Aid, 30
International Exchanges, 22
Preparation, 28
Programs, 22
Australia, 22
Botswana, 22
Canada, 22
China, 23
Costa Rica, Firestone Center for Restoration Ecology, 23
Costa Rica (Summer Health Program), 25
Ecuador, 23
England, 24
Germany, 24
Italy, 25
Japan (Summer Study), 28
Mexico, 26
Nepal/India, 26
South Africa, 26
Spain, 27
Thailand, 27
Turkey, 27
Science Majors, 27
Selection Process, 31
Summer Independent Study Deadlines, 299
Summer Session, 19
Teacher Education, 33
Teaching and Learning Committee 319
Theatre, 286
385

386 INDEX
Third World Studies, 138
Transfer Admission, 332
Transfer Credits, 297
Tuition, 337
Tutoring Assistance, 319
Veteran’s Administration policy, 304
Withdrawal from College, 340
Withdrawing from Courses, 299
Writing, 188
Writing Skills Center, 316